Braun (2016, p. 80) outlines some common steps in the design process, whatever the particular model:
- Identify a problem to be solved.
- Learn more about the problem.
- Think of possible solutions.
- Develop a prototype solution.
- Test the prototype.
- Refine the prototype and retest.
These steps speak to the Research as Inquiry frame from the Information Literacy Framework (Association of College & Research Libraries, 2015).
In fact this frame specifically mentions formulating “questions for research” (ACRL, 2015). Doesn’t this point echo step 1 above?
Step 2 implies additional research. The frame speaks of a “series of investigations,” not a single investigation (ACRL, 2015).
The frame includes the synthesis of multiple ideas (ACRL, 2015). So does step 3.
We can consider the development and use of a prototype–steps 4 and 5–as action. The frame describes research as a basis for action (ACRL, 2015).
Neither research nor design end with one iteration. Both the frame and step 6 make this point.
Braun’s piece applies the design process to youth programming. Design applies to college-level research as well.
Association of College & Research Libraries. (2015). Framework for information literacy for higher education.
Retrieved from ACRL website: http://www.ala.org/acrl/standards/ilframework
Braun, L. W. (2016). Using design thinking. American Libraries, 47(6), 80. Retrieved from https://americanlibrariesmagazine.org/