This activity helps direct attention to the research process and can help introduce or reinforce the idea that an iterative process is normal, even desirable.
Steps
- Assign students to create a representation (e.g., picture, outline, flow chart, or diagram) that expresses what their library research process will be for an upcoming project.
- Encourage them to think back to their past experience with library research as a guide, and think about what they generally do, and/or what they hope they will do.
- Remind them that their representation might include steps forward and/or backward, key moments of discovery or understanding, the way they feel at key points, etc.
- Optionally, have students write a reflection or lead a discussion on their processes for creating their diagram. Possible discussion questions:
- As you made your representation, what did you notice or think about?
- Do you notice any patterns in your representation?
- Did you include any moments where you circled back or changed course?
- Did you include any problem spots in your representation?
- Did you include any emotions or feelings in your representation?
Considerations
- This activity could work well as a gallery walk.
- Consider participating yourself and sharing your representation with the class. Our own processes might seem obvious to us but they are often surprising for students.