Mapped: Fearless Framework: Home

• formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
• determine an appropriate scope of investigation;
• deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
• use various research methods, based on need, circumstance, and type of inquiry;
• monitor gathered information and assess for gaps or weaknesses;
• organize information in meaningful ways;
• synthesize ideas gathered from multiple sources;
• draw reasonable conclusions based on the analysis and interpretation of information.

• consider research as open-ended exploration and engagement with information;
• appreciate that a question may appear to be simple but still disruptive and important to research;
• value intellectual curiosity in developing questions and learning new investigative methods;
• maintain an open mind and a critical stance;
• value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;
• seek multiple perspectives during information gathering and assessment;
• seek appropriate help when needed;
• follow ethical and legal guidelines in gathering and using information;
• demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).

• determine the initial scope of the task required to meet their information needs;
• identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
• utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
• match information needs and search strategies to appropriate search tools;
• design and refine needs and search strategies as necessary, based on search results;
• understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
• use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
• manage searching processes and results effectively.

• exhibit mental flexibility and creativity
• understand that first attempts at searching do not always produce adequate results
• realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
• seek guidance from experts, such as librarians, researchers, and professionals
• recognize the value of browsing and other serendipitous methods of information gathering
• persist in the face of search challenges, and know when they have enough information to complete the information task

• articulate the capabilities and constraints of information developed through various creation processes;
• assess the fit between an information product’s creation process and a particular information need;
• articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
• recognize that information may be perceived differently based on the format in which it is packaged;
• recognize the implications of information formats that contain static or dynamic information;
• monitor the value that is placed upon different types of information products in varying contexts;
• transfer knowledge of capabilities and constraints to new types of information products;
• develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.

• are inclined to seek out characteristics of information products that indicate the underlying creation process;
• value the process of matching an information need with an appropriate product;
• accept that the creation of information may begin initially through communicating in a range of formats or modes;
• accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;
• resist the tendency to equate format with the underlying creation process;
• understand that different methods of information dissemination with different purposes are available for their use.

• define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
• use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
• understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;
• recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
• acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;
• understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.

• develop and maintain an open mind when encountering varied and sometimes conflicting perspectives;
• motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways;
• develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;
• question traditional notions of granting authority and recognize the value of diverse ideas and worldviews;
• are conscious that maintaining these attitudes and actions requires frequent self-evaluation.

• cite the contributing work of others in their own information production;
• contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
• identify barriers to entering scholarly conversation via various venues;
• critically evaluate contributions made by others in participatory information environments;
• identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;
• summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
• recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.

• recognize they are often entering into an ongoing scholarly conversation and not a finished conversation;
• seek out conversations taking place in their research area;
• see themselves as contributors to scholarship rather than only consumers of it;
• recognize that scholarly conversations take place in various venues;
• suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;
• understand the responsibility that comes with entering the conversation through participatory channels;
• value user-generated content and evaluate contributions made by others;
• recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.

Information Has Value

• give credit to the original ideas of others through proper attribution and citation;
• understand that intellectual property is a legal and social construct that varies by culture;
• articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
• understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
• recognize issues of access or lack of access to information sources;
• decide where and how their information is published;
• understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
• make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

• respect the original ideas of others;
• value the skills, time, and effort needed to produce knowledge;
• see themselves as contributors to the information marketplace rather than only consumers of it;
• are inclined to examine their own information privilege.