Another way to introduce students to the idea of complexity in the research process is through open and closed questions. In Second-hand Knowledge: An Inquiry into Cognitive Authority, Patrick Wilson describes closed questions as matters which (for now) have been settled beyond practical doubt and open questions as questions on which doubt remains.
I suggest to my students that one way to focus their research is to pay attention to clues that suggest where the open questions are and to concentrate their efforts there. Wilson points out that previously closed questions can become open when new information comes to light. In class, you can illustrate this and attempt some humor with the line, “when I was your age, Pluto was a planet!” Then proceed to explain how the planetary status of Pluto became an open question with the discovery of the Trans-Neptunian objects Quaor, Sedna, and Eris. Then follow this up with an example of an open question in the subject matter of the class you are teaching.
The term “research” is ambiguous. For some it means consulting some oracle–the Internet, the Library, the encyclopedia–finding out what some authority has said on a topic and then reporting on it. Fine, sometimes that’s what research is. That kind of research can be interesting, but it can also be pretty boring. What makes higher education thrilling is discovering live controversies and trying to make progress on them. Academic libraries are not only storehouses of established wisdom, they also reflect ongoing debates on questions that are unsettled, in dispute, very open, and very much alive.