At its most basic, this frame boils down to "knowing how to find good sources."
The conceptual underpinnings of this frame do not seem as strong to me as some of the others. The authors of the Framework emphasize that searching is "nonlinear and iterative" and requires "mental flexibility", but is the fact that searching is complex and takes time really a threshold concept? It seems more concrete than that to me, a basic lesson that one learns through the course of researching over time, rather than an "aha" moment that dramatically changes one’s perspective. This is reflected in the frame's knowledge practices, many of which are more concrete than the ones attached to other frames. Nevertheless, Searching as Strategic Exploration is where the heaviest concentration of what is taught by librarians (particularly in a one-shot sessions) is located, so it is a good addition to the Framework.
Searching as Strategic Exploration has a very strong connection to Research as Inquiry. Since Searching is about locating information and Research as Inquiry is partially about using information, the two are inextricably linked. First you develop a question/research need (Inquiry), then find information (Searching), then incorporate that information (Inquiry), then perhaps realize you need more information (back to Searching). Plus, both frames are focused on research as an iterative process.
This is one of two cases where an existing standard was more or less turned into a frame. That isn't meant to imply that it wasn't changed, because Searching as Strategic Exploration is substantially different from Standard Two (The information literate student accesses needed information effectively and efficiently). Standard Two reads like a research roadmap--first go there and then do that. Searching as Strategic Exploration still includes some specifics, like constructing search strategies and using different search languages, but places a lot more focus on searching as a process that requires flexibility and perseverance. The frame's dispositions are especially nice and do a good job of expressing what librarians have always tried to teach students about searching.
Students will be able to recall information retrieval systems that are appropriate to their research topic/discipline.
Students will be able to match database search options with their effects.
Students will be able to recognize how adding additional search terms will affect their search results.
Students will be able to identify the effects of using quotation marks in searching.
Students will be able to recognize how the boolean operators affect their search results.
Students will be able to indicate the correct definitions of keyword searching, controlled vocabulary, and natural language.
Student will be able to identify options for revising their search strategy.
In addition to the outcomes below, a worksheet or short assignment could easily be developed for any of the outcomes listed on the research plan rubric below.
Students will be able to differentiate between keyword searching, controlled vocabulary, and natural language.
Students will be able to describe common database search options and how they affect their searches.
Students will be able to describe tools that can help them manage search results.
Students will be able to identify multiple parties that might produce information on their topic.
Students will be able to develop a list of useful keywords/search terms.
Students will be able to articulate a variety of information systems appropriate to their research topics. See this also under Information Has Value.
Students will be able to describe ways of limiting their search results and how those techniques relate to their research topic.
Students will be able to design a reasonable timeline for their searching activities.
Students will be able to assess which information systems are a good match for the research topic/assignment.
Students will be able to implement search language that is appropriate to the topic and information systems.
Students will be able to revise search strategy based on initial results.
Students will be able to exhibit flexibility and persistence during the search process. Also included under Research as Inquiry
Students will be able to locate a variety of source types/formats (or list specific resource types).
Students will be able to locate information in a variety of information systems.
Students will be able to incorporate multiple/conflicting perspectives. See under Authority is Constructed and Contextual.