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Research
Methods 506 Class Meetings: Burton Barr
Library, 4th floor Lecture room Course Content The course offers an introduction to research techniques and their application in social research. Students will gain an appreciation of factors involved in research and an ability to critically evaluate research. Statistics will be addressed, with the emphasis being on engendering a level of familiarity with statistical concepts. This course will not create statisticians but it will provide a platform for discussions, with experts, of the statistics required for research. Aims of the course To provide an understanding of the nature, role and value of research, and to demonstrate the importance of, and necessity for, research; To familiarize students with a variety of research methods; To enable students to interpret and evaluate research. Objectives of the course By the end of the course students should be able to • identify and implement research strategies appropriate for problems in their own working environment. • identify well executed, reliable, and valid research • identify research results which can be applied to their own library or information centre. Code of Academic Integrity Students are required to comply with the University's expectation of academic honesty as stated in the University of Arizona's Code of Academic Integrity (1991 Revision). Required Text: Patten, M.L.. (any recent edition). Understanding Research Methods: An Overview of the Essentials, 3nd Ed., California: Pyrczak Press. Required Reading: Campbell, D & Stanley, J.(1963). Experimental and Quasi-Experimental Designs for Research. Reprinted from Handbook of Research on Teaching. Chicago, IL: Rand McNally College Publishing Company. (this exists as a stand alone book, and also as a chapter in a journal) More information on assessment will be given during classes. i) Expectations: Students are expected to participate in class - they are especially expected to take a leading role in discussions. My rationale for this is that in your work you will often have to speak for a service in which only you believe - and you may have to argue for your department's (rightful?) budget allocation. You therefore have to speak with confidence and knowledge, and you have to display positive impression management. You might as well practice now. ii) Other than for medical (or other super-good) reason, no late assignments will be accepted. iii) Prepare all written work in APA format; NOT MLA OR ANY OTHER; and word process or type all work. Grades: A: 100-90 B: 89-80 C: 79-70 Less than 'C' is effectively fail.
Required Work *Participation As stated, I expect input. Articulation of your thoughts, and interaction with colleagues, is valuable for learning - you learn, and so do others listening to you. So quality input is expected. How do I define quality? Pertinent comments; illustrative comments; leadership during discussions....and offbeat, unusual, humorous comments are always welcome - especially if they serve to laterally illuminate a point. Classes will more often than not include group work, revolving around set questions, topics, and puzzles. *Assignment: (Max length 5 double spaced pages; 12 point font). Please choose to do one of the two options, A or B: A) Select a recent research article which covers an area of information science of interest to you. Ensure that the article includes identifiable hypotheses - then go back through the cited literature and critique the theoretical development of the hypotheses. From where did the ideas stem? Are they worth investigating? Why? Or Why not? Inasmuch as possible at this early juncture of the course, present a brief critique of the methods used to test the hypotheses. Append a copy of the article to the assignment and hand it in, complete with all of the working notes you made for this assignment. Don’t worry if the working notes are handwritten – that’s fine by me. (Grading criteria: Clear and critical analysis of hypothesis development (rather than descriptive); Clear articulation of your judgment of the value of the hypotheses/research questions being tested; Informed discussion of the adequacy of the research technique used (at this stage students are not expected to demonstrate an in-depth understanding of research methods); Clear and concise exposition of the points you are making (including correct grammar and spelling); Do NOT repeat do NOT merely describe the research article to me.) B) Present a thoughtful exposition of the value to society of research in the field of information science. Do not be rhetorical or emotive: be logical and incisive. Provide authoritative support for your views and/or offer convincing criticism of detractors from your stance. Along with the bibliography, hand in all of your working notes; don’t worry if they are handwritten – that’s fine by me. (Grading criteria: Clear articulation of your judgment of the value of LIS research; Analysis of other writers' views on the subject; Clear and concise exposition of the points you are making (including correct grammar and spelling)) *Research Proposal: (Max length: 10 double-spaced pages; 12 point font). Writing a research proposal will enable a) in-depth thought on their topic of concern, and b) supervised development of ways to address a problem. Research proposals are written in report format and usually contain an introduction, the background to the problem, a broad statement of the nature of the problem, a literature review which serves to refine and identify the problem more precisely, a theoretical framework in which the problem is placed, a statement of the research question (or the hypotheses), and a methods section which includes such design details as the variables in the research, how the hypotheses could be measured, which statistical tests would be appropriate, and to whom the research findings could be generalized. Note that at this stage there is no expectation that the student should have extensive statistical knowledge. Note also that this research proposal is not expected to be extremely detailed - all elements of a proposal must be included, though in a shortened form. To take the literature review, for example. Normally a review is exhaustive. However, for this small proposal, I will expect the relevant literature to been sampled, and seminal or major articles identified and discussed. Several class sessions have been reserved for discussion of worthy research proposals. *Debate: (now this will be an adventure!) "Calm, orderly debate, in which speakers argue for acceptance of various answers to a given question, is an obvious feature of modern parliaments and congresses...It enables any citizen to propose a better plan of action than the one [being] set forth". (Ericson & Murphy, p. 1). Substitute 'library boards' and 'local councils' for 'parliaments and congresses'; and 'information officer' or 'librarian' for 'citizen' and you can see why I suggest we undertake debates. We NEED debating skills. Suggested topics for debate are below, and others can be discussed in the first class. If anyone has a topic of particular interest, please tell me. Debates will, as far as possible, be held in the second half of the class on the related topic. For each topic there will be four debaters. Two will be taking the affirmative; two the negative. Each side will advocate only their own point of view during the constructive and the rebuttal stages. The debates will be abbreviated versions of the full format, and will be as follows: * Constructive * Rebuttal * Cross Examination (Criteria for debate grades: Ability to collect and organize ideas; Ability to prioritize ideas; Ability to evaluate evidence; Ability to see logical connections; Ability to think & speak in outline terms; Ability to speak convincingly; Ability to present ideas clearly; Ability to respond (either in subsequent writing or in oral presentation) to other viewpoints. Some Ideas for Debates: But please also bring your own ideas. That Logical Positivism is alive and well. That research in the library and information profession is reliable and valid. That children the world over are the same: so what is learned from research in Canada can be automatically applied in America or Australia. That Information Science embraces Library Science. That, for the library and information profession, sampling from the non-user population is as essential as sampling from the users. That knowing how to evaluate research is as good as being able to do it. That an individual's right to privacy is less important than the researcher's need to invade privacy to learn more for the good of the whole. That research has a great deal of relevance for the information profession. Lecture Schedule Week 1: January 18 General Introduction & Expectations Week 2: January 25 What is Research &
Why do it? Ways of Knowing Week 3: February 1 Research Process Week 4: February 8 Science & Positivism Week 5: February 15 Designs & Error Week 6: February 22 Designs & Error (cont.) Week 7: March 1 Basic & Applied research Week 8: March 8 Introduction to Statistics Week 9: March 22 Introduction to Statistics (cont.) Week 10: March 29 Qualitative & Quantitative
research Week 11: April 5 Sampling; Survey research
& User studies Week 12: April 12 Bibliometrics/ Historical
/ Archival Week 13: April 19 Different countries / different
concerns Week 14: April 26 Research and Decision Making Week 15: May 3 Exam Readings List American Educational Research Association (1992). Ethical Standards of the American Educational Research Association. Educational Researcher. 21, 7. 23-26. Bookstein, A. (1985). Questionnaire Research in a Library Setting. Journal of Academic Librarianship. 11. Mar, 24-28. Brooks, T. (1989). The Model of Science and Scientific Models in Librarianship. Library Trends. 38. Fall, 1989. 237-249. Busha, C.H. (1981). Library Science Research: the path to progress. In Busha, C. (ed) A Library Science Research Reader and Bibliographic Guide. p.1-37 Littleton, Colo: Libraries Unlimited. Buttlar, L & Canyon, W. (1992). Recruitment of Librarians into the Profession. Library and Information Science Research, 14, 259-280. Campbell, D & Stanley, J.(1963). Experimental and Quasi-Experimental Designs for Research. Reprinted from Handbook of Research on Teaching. Chicago, IL.: Rand McNally College Publishing Company. Case, D & Richardson, J. (1990). Predictors of Student Performance with Emphasis on Gender and Ethnic Determinants. Journal of Education for Library and Information Science. 30, 3. Winter. 163-180. Chalmers, A. What is this thing called Science? 1978, pp 89-100. Cooper, M. (1990). Perspectives on Qualitative Research with Quantitative Implications.: Studies in Information Management. Journal of Education for Library and Information Science. 31, 2. 105-112. Davis, C.H. (1990). On Qualitative Research. Library and Information Science Research. 12, 327-328. Elliott, C (1981). Citation Patterns and Documentation for the History of Science: Some Methodological Considerations. American Archivist, 44, 2. 131-142. Enger, K.B., Quirk, G & Stewart, J. (1989). Statistical Methods Used by Authors of Library and Information Science Journal Articles. Library and Information Science Research. 11, 37-46. Ford, N. Research and practice in librarianship: A cognitive view. In Katz, B & Kinder, R. (eds). Current Trends in Information Research and Theory, 21-47, New York: Haworth Press. Gilbey, J. (1988) How Good are Your Data? New Scientist. 118. June 9. p.80. Glazier, J. (1992). Qualitative and Non Qualitative Research Methodologies: Thesis, Antithesis, or Synthesis? in Glazier, J. & Powell, R. (Eds). Qualitative Research in Information Management. Englewood, Colorado: Libraries Unlimited Inc. Grover, R. & R. C. Greer. (1991). The Cross-disciplinary Imperative of LIS Research. in McClure, C & Hernon, P.(eds). Library and Information Science Research. 101-113, Norwood, N.J.: Ablex. Howe, K & Eisenhart, M.(1990). Standards for Qualitative (and quantitative) Research: A prolegomenon. Educational Researcher, 19, 4. 2-9. Kidder, L. & Judd, C. (1986). Acquiring Social Knowledge in Research Methods in Social Relations, 5th ed., 4-19, New York: Holt, Rinehart & Winston. Line, M. (1982). Collecting the Information, in Stone, S. Library surveys: An Introduction to the Use, Planning and Presentation of Surveys, 2nd ed., 48-67, 69-78. London: Clive Bingley. Lockett, M. (1987). The Bradford Distribution: a review of the literature, 1934-1987. Library and Information Science Research. 11, 21-36. Lynch, M.J. (1984). Research in Librarianship: an uneasy connection. Library Trends. 32, 4. 367-383. Martyn, J & Lancaster, W. (1981). Example of a Questionnaire Used in an Aslib Study, in Investigative Methods in Library and Information Science: An Introduction. Arlington, Va.: Information Resources Press, 204-207. McCombs, C & Busha, C. (1981). Historical Research and Oral History in Librarianship. Part II - Oral History. In Busha, C. (ed.) A Library Science Research Reader and Bibliographic Guide, 82-90; 96-99, Littleton, Colo.: Libraries Unlimited. Moore, P & St. George, A. (1991). Children as Information Seekers: The cognitive demands of books and library systems. School Library Media Quarterly. 19, 3. 161-168. Moore, P. & St. George, A. (1989). The Information Quest: A look at children as information seekers. SET: Research Information for Teachers. 2, 9. 1-4. Moran, B. (1985). Survey Research for Librarians. Southeastern Librarian. 35, 78-81. Powell, R.R. (1991). Basic Research Methods for Librarians. 2nd ed. Ablex: Norwood, NJ. 53-81. Putnam, C. (1988). Do It Again, Sam. New Scientist. 118. Apr 14. p70. Roy, Loriene. (1993) "National Findings, National Measures: The NCES Survey on Children's Services in Public Libraries and Output Measures for Public Library Services to Children." Journal Of Youth Services In Libraries 6, 2. 181-184. Sengupta, I. (1992). Bibliometrics, Informetrics, Scientometrics and Librametrics: an Overview. Libri, 42, 2. 75-98 Simpson, I. (1988). Bibliometrics, in Basic Statistics for Librarians, 3rd ed. 177-192. London: Lib Assn. Swisher, R & McClure, C. (1984). Research, Planning, and Decision Making. In Research for Decision Making: Methods for Librarians. Chicago: ALA. Tizard, B. (1990). Research and Policy: Is there a Link? The Psychologist. 3,10. 435-440. Vandergrift, K. (1990). Children's Literature: Theory, Research & Teaching. Englewood, Colorado: Libraries Unlimited. 26-54. Wainer, H. (1984). How to Display Data Badly. American Statistician, 38,2. 137-147. White, H (1992). The Freedom to Write a Research Paper Without being Mugged. Library Journal. 117,3. Feb 15. 138-139.
Updated: 12/7/04 |