Title: Questions in book of Mary G.
Course: Library Instruction Tutorials

Q: Mary George writes that the worst way to tinker your search is to limit to scholarly, peer-reviewed articles.
- True (No, Mary George writes that the best way to tinker your search is to limit to scholarly, peer-reviewed articles.)
- False (Yes, Mary George writes that the best way to tinker your search is to limit to scholarly, peer-reviewed articles.)
A: False
Feedback: Mary George writes that the best way to tinker your search is to limit to scholarly, peer-reviewed articles.

Q: Which search approach is described in the following statement? (1 pt)

When conducting a keyword search, look for relevant sources of information in the list of results. Once you have identified such a source, select it, and look at the expanded record. Watch for subject headings that are hyperlinked. These should take you to other relevant sources of information.
- Discovering Sources—Backtracking
- Discovering Sources--Keyword Approach
- Discovering Sources—Browsing
- Discovering Sources--Assigned-Subject Approach
A: Discovering Sources--Assigned-Subject Approach

Q: According to Mary George, what is her definition of a serial?
- A continuing publication that can be purchased via subscription, including newspapers, magazines, news-magazines, periodicals, journals, and other materials that appear regularly
- A number on the side of a book or magazine
- A story or play appearing regularly in venues such as television, radio, magazines or newspaper
- A criminal repeatedly committing the same offense and typically following a characteristic, predictable behavior pattern
A: A continuing publication that can be purchased via subscription, including newspapers, magazines, news-magazines, periodicals, journals, and other materials that appear regularly

Q: What are the three principal tactics in order, that Mary George says are involved in the search for sources?
- 1-verifying details about a source 2- browsing the shelf where a relevant book is 3- Using the documentation of scholarly sources you come across to lead you to others.
- 1-Using a reference to a specific book or article 2- Verifying details about a source 3-Using keywords to search a library's online catalog or article databases.
- 1-Using Keywords to search a library's online catalog or an article database 2- Using "givens" (assigned subject descriptors) to literally re-search the same online catalog or article database 3- Using a reference to a specific book or article to locate and obtain it.
A: 1-Using Keywords to search a library's online catalog or an article database 2- Using "givens" (assigned subject descriptors) to literally re-search the same online catalog or article database 3- Using a reference to a specific book or article to locate and obtain it.

Q: In The Elements of Library Research, the author identifies which method as the best for finding articles written by authorities and professionals:
- Limit to full-text articles
- Limit to newspaper articles
- Limit to magazine articles
- Limit to scholarly, peer-reviewed articles
- Limit to a particular date range
A: Limit to scholarly, peer-reviewed articles

Q: What is the worst way to restrict your search results according to Mary George?
- Clicking the option that allows you to target scholarly articles
- Concentrating on your keywords in Boolean Logic
- Minimizing the number of results by date
- Narrowing results to full-text items
A: Narrowing results to full-text items

Q: What is the final method with definition that Mary George covers in her book about discovering sources?
- Backtracking: looking back at significant sources that scholars with similar research questions to yours.
- Verification: untangling references that look wrong by doing a keyword search or asking a librarian to verify the citation.
- Known-item approach: Determine whether the source is a whole book, chapter, an article, or something else.
- Keyword Approach: most basic keyword search will reveal additional terms that will turn in titles, jot down the new ideas and words for future use.
A: Backtracking: looking back at significant sources that scholars with similar research questions to yours.

Q: According to Mary W. George, what good habits are required while doing a research project? Select all that apply.
- Discuss your project with friends throughout the process and heed their comments.
- Rehearse your argument in your mind while you exercise and before you fall asleep.
- Allow twice as much time for your research as you think you should need.
- Critique your own research process both as it occurs and when it is over.
A: Discuss your project with friends throughout the process and heed their comments.; Rehearse your argument in your mind while you exercise and before you fall asleep.; Allow twice as much time for your research as you think you should need.; Critique your own research process both as it occurs and when it is over.

Q: What are the stages that are involved in an argument according to Mary George? Select all that apply.
- Examining viewpoints and reconciling differences
- Discovering your sources, whatever their type and format, which naturally provide their creators' arguments.
- Following your insight, you will construct your own detailed argument.
- Deciding on your initial idea about your topic, which will develop as you continue your work through the process.
A: Discovering your sources, whatever their type and format, which naturally provide their creators' arguments.; Following your insight, you will construct your own detailed argument.; Deciding on your initial idea about your topic, which will develop as you continue your work through the process.

Q: In the book The Elements of Library Research, Mary George focuses on tactics for discovering sources. What are the tactics that she focuses on? Select all that apply.
- Keyword approach
- Verification
- Backtracking
- Evaluating
- Known-item approach
- Browsing
- Toadstool peeking
- Assigned-subject approach
A: Keyword approach; Verification; Backtracking; Known-item approach; Browsing; Assigned-subject approach

Q: According to Mary George, sources… (Select all that apply.)
- Support our opinion
- Clarify a point
- Summarize previous work
- Validate a method
A: Clarify a point; Summarize previous work; Validate a method

Q: You should only use the ideas of other to strengthen or reinforce your own argument?
- True
- False
A: True

Q: According to Mary George what is the purpose of thinking critically about each aspect of the research process? Select all that apply:
- You can better choose and employ reference tools as you see what sources you are, and are not uncovering.
- You can anticipate the final shadow of your project and the ' light at the end of the tunnel.
- You can determine as early as possible how a specific source may fit into your future presentation.
- It will save you time because you won't have to find as many alternate sources.
A: You can anticipate the final shadow of your project and the ' light at the end of the tunnel.; You can determine as early as possible how a specific source may fit into your future presentation.; It will save you time because you won't have to find as many alternate sources.

According to Mary George: "Everyone starting a complex inquiry needs to discover two things: as much background information as possible on their topic of interest; and the research, conclusions, and opinions of others who have examined the same topic and asked similar questions about it" (11-12).  Why do you think she says this?  For full credit, write at least two complete sentences.  You may include examples.
Feedback: Gathering as much background information as possible allows you to understand what has been written, so you can add to the conversation and provide your own insight. Her example of Sir Isaac Newton illustrated this point perfectly. He claimed to have accomplished so much as a scientist and mathematician, because he stood on the shoulders of giants. He built on what others had already learned.

Q: According to Mary George, all research projects require...

Select all that apply.
- An imagination
- An ability to turn an assignment into an investigation
- Field work experimentation
- An ability to turn a topic into an inquiry
- Books
- Cited sources
A: An imagination; An ability to turn an assignment into an investigation; An ability to turn a topic into an inquiry

Q: According to Mary George, what is the most important element in the research process?
- Brainstorming research questions (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Topic Selection (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Developing a research plan (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Engaging your imagination before jumping in. (Yes, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Evaluating sources and ideas (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
A: Engaging your imagination before jumping in.

Q: In the final brainstorming step, Ms. George asks the question: "Who cares?"  She asks that students consider "key players" that "have weighed in on the research questions you plan to address" (60).  Who might these "key players" be?
- Usually not specific people (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Whole disciplines (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Organizations (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Interest groups (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- All of the above. (Yes, key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
A: All of the above.

Q: Which two of Mary's Maxims were included in the required readings for this week?
- Imagination and insight are inseparable (No, just maxims number 4 & 5 were part of the readings today. This is maxim #1.)
- Be sure you understand the assignment (No, just maxims number 4 & 5 were part of the readings today. This is maxim #2.)
- Never reject a crazy idea, just record it. (Yes, this is Mary's Maxim #4. Maxims number 4 & 5 were part of the readings today.)
- When picking a topic, like it or leave it or tweak it. (No, just maxims number 4 & 5 were part of the readings today. This is maxim #3.)
- Practice thinking about sources. (Yes, this is Mary's Maxim #5. Maxims number 4 & 5 were part of the readings today.)
A: Never reject a crazy idea, just record it.; Practice thinking about sources.

Q: Mary George, in the section on a basic search strategy, suggests that researchers keep or compile several lists.  Which of the following are lists that she recommended researchers create?
- Relevant term or phrases for your research, plus synonyms (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Call numbers you encounter (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Subject headings (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Names of experts who have studied or written about your research questions (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Titles of scholarly journals that publish in the field(s) you are exploring (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
A: Relevant term or phrases for your research, plus synonyms; Call numbers you encounter; Subject headings; Names of experts who have studied or written about your research questions; Titles of scholarly journals that publish in the field(s) you are exploring

Q: Insight, as defined in Mary George's book,...
- is the evolution from idea-glimmer to idea glow. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- is a researcher's own idea or answer to a research question, based on sources and reflection. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- occurs at an unpredictable point in the research process. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- leads to the formulation of a thesis statement and argument. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- is also called an "Aha!" moment or focus. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- is all of the above. (Yes, is "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
A: is all of the above.

Q: According to the book, sources...
- can summarize previous work. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can offer a fact. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can validate a method. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can justify a finding. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can clarify a point. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- precede and support an argument, not vice versa. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- All of the above. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
A: All of the above.
Feedback: All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).

Q: One way to discover a captivating topic is to look deeply into a primary source to see what it tells you and to attempt to understand it in its original context
- True (Yes, Mary George writes: "One way to discover a captivating topic is to look deeply into a primary source to see what it tells you and to attempt to understand it in its original context. When experts in any field describe how they become hooked on a topic, they often will allude to pondering a primary source" (41).)
- False (No, Mary George writes: "One way to discover a captivating topic is to look deeply into a primary source to see what it tells you and to attempt to understand it in its original context. When experts in any field describe how they become hooked on a topic, they often will allude to pondering a primary source" (41).)
A: True

Q: In the final brainstorming step, Ms. George asks the question: "Who cares?"  She asks that students consider "key players" that "have weighed in on the research questions you plan to address" (60).  Who might these "key players" be?
- Usually not specific people (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Whole disciplines (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Organizations (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Interest groups (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- All of the above (Yes, key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
A: All of the above

Q: Mary George explains that during the brainstorming process, students should consider the physical formats their sources they might encounter, including printed articles in newspapers, printed maps or charts, printed reference works, "raw" numbers, "cooked" numbers, digital statistical tables, electronic books by one or more authors, handwritten or typewritten manuscripts, etc.
- True (Yes, Mary George says all these kinds of physical formats should be considered when thinking about potential sources of information for a research project.)
- False (No, Mary George says all these kinds of physical formats should be considered when thinking about potential sources of information for a research project.)
A: True

Q: In The Elements of Library Research Mary George writes: "Never reject a crazy idea, just record it." During which of the seven brainstorming segments would this suggestion be most applicable?
- State your assignment in one sentence and your general research topic in another. (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- Have a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore. (Yes, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- Imagine what kinds of information would help you answer each question and where that kind of information would come from. (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- What physical formats would you expect your sources of information to come in? (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- What is the nature of these sources--primary, secondary, or some of each? (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- What points of view are likely to be present in your sources of information, either primary or secondary?
- Who cares? (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
A: Have a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore.

Q: Mary George writes: "The parentheses around the different concept groups are there to..."
- "...make the search statement look weird." (They might look weird but parentheses keep synonyms grouped together and do make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- "...make words stick together as a phrase." (No, quotations are used to make words stick together as a phrase. Parentheses, on the other hand, keep synonyms grouped together and do make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- "...reduce the number of results." (No, synonynyms connected with the OR operator actually expand the number of results. Parentheses "...keep each set of synonyms together." They also make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first. The AND operator actually reduces the number of returned results.)
- "...keep each set of synonyms together." (Yes, parentheses keep synonyms grouped together and make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- All of the above. (No, parentheses keep synonyms grouped together and make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first. Synonynyms connected with the OR operator actually expand the number of results.)
A: "...keep each set of synonyms together."

Q: Mary George wrote: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian."
- True (Yes, Mary George did write: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian" (137). Please come talk to me about your sources, and I can give you some one-on-one feedback. I keep office hours on Thursdays from 4-5 pm. I also work the reference desk the following times: - Mondays, 1-3 pm - Tuesdays, 5-7 pm - Wednesdays, 3-5 pm Set an appointment with me. Show your sources to one of my colleagues at the reference desk. They can help you.)
- False (No, Mary George did write: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian" (137). Please come talk to me about your sources, and I can give you some one-on-one feedback. I keep office hours on Thursdays from 4-5 pm. I also work the reference desk the following times: - Mondays, 1-3 pm - Tuesdays, 5-7 pm - Wednesdays, 3-5 pm Set an appointment with me. Show your sources to one of my colleagues at the reference desk. They can help you, too.)
A: True

Q: The unexamined life is not worth living, said Socrates. So too, the unexamined source is not worth finding. You need to judge tools and sources as you go and expect to modify your thoughts, your subsequent steps, and sometimes even your research question, based on your judgments in order to find sources worth finding. You can better choose and employ reference tools as you see what sources you are--and are not--uncovering. You can determine as early as possible how a specific source may fit into your future presentation.

These reasons given above explain why and how evaluation is such a critical part of the research process. For anyone new to research, though, what is a smart and simple method for evaluating or judging your sources, according to Mary George?
- Use a long list of criteria to assess the value of the source. (No, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
- Find out if the source was written by a scholar in the field with an advanced degree. (No, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
- Relate each item or source you are considering to your research question. (Yes, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
- Determine whether or not the source has a particular bias. If it is too biased it cannot be useful. (No, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
A: Relate each item or source you are considering to your research question.

Q: How does the author of The Elements of Library Research, Mary George, define library research?  Mark all that apply.
- A mystery (No, she says that library research is not a mystery. It is an investigation you control from start to finish.)
- A lucky dodge (No, she says that library research is not a lucky dodge. It is an investigation you control from start to finish.)
- An investigation you control from start to finish. (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Unpredictable (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Sometimes frustrating (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Ultimately rewarding (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- A form of structured inquiry
A: An investigation you control from start to finish.; Unpredictable; Sometimes frustrating; Ultimately rewarding; A form of structured inquiry
If right: Yes, it is an investigation you control from start to finish. It is also a form of structured inquiry that is unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you can do it.
If partly right: Actually, it is an investigation you control from start to finish. It is also a form of structured inquiry that is unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you can do it.
If wrong: No, it is an investigation you control from start to finish. It is also a form of structured inquiry that is unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you can do it.

Q: What will the rest of this book talk about?  In other words, which topics will she discuss in chapters two through five?
- The idea of library research as inquiry (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- Practical matters everyone must confront in the course of research. (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- Ways of evaluating sources (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- The changing nature of the research process or the dynamism of inquiry (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- All of the above. (Yes, The Elements of Library Research will talk about all of these topics: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
A: All of the above.