Question formulation for information literacy: Theory and practice

Experienced researchers know that research begins with questions. The ACRL Frame for “Research as Inquiry” includes question formulation as one of the knowledge practices. Librarians and instructors in higher education recognize that many students have trouble isolating the main research question in scholarly studies, in generating analytical and critical questions as they read, and in formulating their own research questions as well. Furthermore, undergraduates frequently fail to make a strong connection between developing questions and seeking information for their research projects. What is the role of questioning in information literacy? How can these critical thinking skills best be taught? Is it the task of librarians to do so? The art and study of questioning are not new, but research within LIS has been limited. Thus, this work has several aims. We introduce the idea that question formulation is critical to information literacy, and should be explicitly taught and studied to improve instruction. We investigate existing theoretical frameworks about question formulation and highlight the few practical studies and resources. We articulate a QF-IL Research Model, identify research gaps, and propose a research agenda for academic librarians.