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Students and instructors can find research assignments to be frustrating, as students (as novices) and instructors (as disciplinary experts) are seemingly speaking two different languages. Instructors develop assignments and expectations for performance based on ways of thinking and knowing that are common to experts, but these expectations are not always explicitly or transparently taught or discussed with students. In this presentation, we will outline a new taxonomy that is intended to help instructors and librarians navigate this expert-novice research gap. Participants will be introduced to the new taxonomy and consider how they can utilize it to develop research assignments with clear expectations and appropriate scaffolding for learning. This presentation is intended for course instructors, graduate teaching associates, and librarians. This workshop counts as credit toward the Meaningful Inquiry endorsement. All are welcome.