Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature.
“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it. When we enquire into any subject, the first thing we have to do, is to know what books have treated of it. This leads us to look at catalogues, and the backs of books in libraries.”
-Samuel Johnson
EXPLICATION
Librarians are not only gatekeepers of information, they are also consumers and creators of information. Librarians take on the task of research for the same reason as anyone else: they have a question for which they seek an answer. Research involves formulating a question, looking at how what others have had to say about the topic area via a literature review, collecting and analyzing data, and making inferences based on that data to answer the question. Questions may come from a professional interest in a particular area for which a librarian seeks to learn more and possibly add a new or different perspective to the conversation (conceptual problems), or questions may be generated by a perceived need or change in the library that requires information for justification or design purposes (practical problems). Pure research is that which “only improves the understanding of a community of researchers,” while applied research “leads to solutions that have practical consequences” (Booth, Colomb, and Williams, 2008, p. 59).
The first step is to decide on what research approach will provide the best information for answering the question or extending knowledge about a topic area. The nature of the research problem determines what type of data is needed—quantitative, qualitative data, or both (mixed methods)—which in turn determines the need for primary research with new data or secondary with existing research data. Creswell (2014) believes that philosophical world view plays a part in “influen[ing] the practice of research need to be identified” (pp. 5-6). Those world views include:
- Postpositivist: seeking understanding of cause and effect through scientific method,
- Constructivist: seeking understanding of the world in which we live and work based on subjective experiences related to a topic area,
- Transformative: seeking to implement change through use of research findings, and
- Pragmatic: concerned with solutions to practical problems.
A postpositivist world view leads to quantitative research, and a constructivist world view leads to qualitative research, while transformative and pragmatic world views may require a mixed methods approach.
Qualitative and Quantitative Designs
The difference between qualitative and quantitative data is often generalized as one involving words (qualitative) and the other involving numbers (quantitative). However, the differences are a bit more complex. Qualitative methodology concerns subjective data, while quantitative methodology concerns objective data. Qualitative data involves understanding how meaning is constructed based on experience. It is subjective in nature because meaning is constructed on individual experience, thus meaning about a specific topic, thing, or event may vary depending on each participant’s experience. Data is usually gathered through direct interaction with participants (question and answer sessions) or through the use of questionnaires or surveys, thus being generally narrative in nature. Open-ended questions are used as a means of allowing participants to fully describe their experience. Qualitative data tends to answer “who” and “how” questions. In the library setting, qualitative data may be useful for such things as trying to decide if a new program is meeting the needs of the patron community or how patrons feel about the use of e-books versus print books. Qualitative data is not measurable numerically, thus being more subjective than quantitative data.
Quantitative data “examines relationships among variables” (Creswell, 2014, p. 4). The variables are able to be measured in some way. Quantitative data is gathered through experiments or surveys posing closed-ended questions. This type of data is objective because it does not involve personal feelings or opinions. Experiments should be able to be replicated with similar results. Analysis of quantitative data requires researchers to “build in protections against bias [and] control for alternative explanations” (Creswell, 2014, p. 4.). Quantitative data tends to answer “what,” “where,” and “when” questions. In the library setting, quantitative data may be used to answer questions such as when the reference desk is busiest, which branch has the highest rate of computer usage among patrons, or what the circulation of print books is versus use of e-books. Quantitative data offers concrete evidence that may provide justification for funding requests such as new or more computers at the branch with the highest rate of computer usage.
Primary and Secondary Research
Primary research involves conducting experiments or administering surveys as a means of generating and collecting empirical data. Raw data is analyzed to discern relationships between variables, such as the use of e-books versus print books. Data may be gathered through the use of tabulations (e.g., circulation reports), surveys, interviews, or focus groups, and results presented in tables, charts, or graphs. Primary research necessarily incorporates the use of primary sources, those which provide raw data, such as documents or objects. For example, if a librarian is analyzing usage of e-books versus print books, circulation reports would be primary sources of information. Secondary research involves the use of secondary resources, those that have already been published using primary data to solve research problems. In other words, secondary research involves reviewing other research that has been done on a topic and synthesizing the information. Synthesis of secondary research is generally presented in the form of a literature review.
Secondary research, or literature review, should always precede primary research, as it is important for researchers to understand what questions have already been asked and how they were answered by previous researchers. This allows questions to be framed in the context of existing information. Secondary research allows researchers to see how understanding about a topic has changed over time and what perspectives have been offered on that topic. It also gives researchers an idea of how previous research has been carried out and to what degree it was successful. By synthesizing this information, researchers can determine gaps in information as well as develop new perspectives, leading to a focused question for their own primary research and an appropriate research design in which to frame that research.
COMPETENCY DEVELOPMENT
I call myself a research junky, and I have been for most of my life. In fact, a major contributing factor to my pursuit of an MLIS degree is because my undergraduate professors took notice of my love for research and suggested I continue my education in the field of information science. I think a love for research is a natural extension to a love for learning. Many people view research as a “necessary evil,” such as students who “have to” do research in order to complete an assignment. My goal is to instill in people that research is not a “necessary evil” but a natural function carried out in every day life. One means of accomplishing this is how I frame the components of research in a context that freshman students understand, research as conversation, a concept I learned in INFO-254, Information Literacy and Learning. McMillen and Hill note that Hutchins, Fister, and MacPherson believe, “the ultimate goal ‘is to create conditions that enable students to perceive themselves as active players in the production of knowledge and to understand how, in fact, knowledge is produced so that they can continue active participation in it beyond their college years’” (11). The following is a sample of my lecture regarding the components of research.
Problem requiring information: Suppose you met a new guy and he asked you out. Would you want to know nothing more about him than that he asked you out and he’s cute? Of course not. You would decide what, based on your values and previous experience, that you would like to know about him in order to determine if he is worthy of your time and you would set about finding out that information.
Primary and Secondary Research: You try to find out what you believe you need to know about this new guy before the first date. You might call mutual friends to ask questions (secondary resources). You might look him up on Facebook or some other social media site and look at pictures and statuses that he has posted (primary resources) in an attempt to inform yourself about this person.
Research synthesis: So you have read his posts and looked at his pictures. What do you think? Do they offer a true picture of who he is? Remember, this data is from Facebook—do you think people give a true impression of themselves on social media websites? Based on his posts, does he seem sincere? Does he come across as self-confident or pompous? Sincere or exaggerating? Do you fairly evaluate what you learn or are you blinded by his looks and the flattery you feel that he seems to like you? And what have mutual friends told you about him? Do they think he is a nice guy? Do they think he is a good match for your values?
Uses information effectively to accomplish a specific purpose: Now you have to process all this information and make a decision based on your knowledge base and value system. After all, this could be just one date, but it could also be the man with whom you decide to spend your life. You had better look at all the information you have gathered with a critical eye.
While I have had to conduct research of one type or another for most of my MLIS classes, two classes in particular focused primarily on the research process: INFO-202, Information Communities, and INFO-285, Research Methods in Library and Information Science (Evaluating Programs and Services rotation). In each of these classes, the culminating project involved presentation of a literature review on a topic of my choice. In addition to the analysis and synthesis of information required in these classes, INFO-266, Collection Management, also required demonstration of the ability to analyze and synthesize data.
EVIDENCE
1. Critical Review
Not only is it important to understand how to design and conduct research projects, it is important to know how to present the information. Most research projects result in some type of written report. Most research reports, particularly those in fields relating to science, contain an introduction where the problem is introduced and the question is posed, a background section which provides important secondary resource information, a results section that presents primary research results, a discussion session that explains the results as well as information such as alternative inferences and limitations based on the data collected and provides implications, and a conclusion that offers suggestions for further study. Understanding what must be provided in each of these sections is another means of understanding what the research process entails. An assignment for INFO-285 required analyzing a secondary research source and providing a critical review. This evidence demonstrates my understanding of how to perform the critical review required for secondary research.
2. Data Analysis
As previously noted, quantitative data analysis involves examining variables to note any relationships between them and drawing inferences based on that data. This type of analysis is an important skill for librarians as many aspects of library work require such analysis (e.g., funding and budgeting justifications, resource usage, etc.). An assignment in INFO-285 required demonstration of such skills. In this item of evidence, I analyzed quantitative data of a variety of types and sources in order to determine if California public libraries are meeting the needs of patrons in low-income and Hispanic communities by providing adequate access to computers and the Internet. This evidence not only demonstrates my ability to analyze quantitative data and draw inferences but also to recognize limitations inherent in the data that affect any inferences drawn.
3 and 4. Literature Review Correctional Librarians, Bibliotherapy, and Recidivism
In order to join in the “conversation” about a specific topic, it is important for researchers to understand what questions have already been asked and how they were answered by previous researchers and thus frame their question in the context of existing information. Literature reviews require reviewing secondary resources about a topic from a variety of aspects and points of view. Doing so helps researchers locate gaps in information and possibilities for putting a different spin on a topic. Item of evidence number three is an assignment from INFO-285 which required a comprehensive literature review on a topic of the student’s choice. After taking INFO-282, Correctional Library Management, I became interested in the merits of bibliotherapy, particularly its use as a rehabilitation program for the incarcerated. This assignment was a great exercise for me because there was little literature directly pertaining to the topic I was interested in: bibliotherapy and recidivism rates. For this literature review, I reviewed literature on a variety of topics relating to this area, including the criminal thought process, bibliotherapy as a rehabilitation program for criminals, and prison libraries and librarians. The resultant proposal, here presented as item of evidence four, is based on the literature review findings.
CONCLUSION
Librarians are intimately involved with information, whether it is locating information for the use of others, for their own use, or in creating information. This requires understanding how to approach research, how to learn what has already been said about a topic, proposing a question or problem that provides a new perspective on that topic, and what types of evidence or data are best suited to help answer that question or solve the problem. The discussion and evidence presented demonstrates my understanding and mastery of the concepts related to research design.
References
Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.).Chicago, IL: Univ. of Chicago Press.
Creswell, J. W. (2014). Research design (4th ed.). Los Angeles, CA: Sage.
McMillen, P. S., & Hill, E. (2004). Why teach ”research as a conversation” in freshman composition courses? A metaphor to help librarians and composition instructors develop a shared model. Retrieved October 20, 2016, from Digital Scholarship@UNLV website: http://digital scholarship.unlv.edu/cgi/viewcontent.cgi?article=1032&context=lib_articles
Kristin Lehigh 