Abstract
Information
literacy for faculty, doctoral students and other research-based
graduate students, post-docs, and other original researchers is complex.
There are fundamental differences between the processes of inquiry used
by original researchers as compared to students or even faculty who are
synthesizing information to find answers. Original research is
different from information synthesis for discovery. Therefore, the
information literacy processes to train and support those researchers
are different. Analysis of the inquiry-oriented parts of the current and
emerging information literacy Standards and Framework shows significant
differences in the approach needed for teaching research information
literacy. Promising instructional outcomes for information literacy
training based around original research include gap analysis,
theoretical and methodological discovery, and practical skills like
funding search and analysis.
