As information professionals, a lot of our work involves conducting research. Whether we are trying to solve a problem, provide reference assistance, design teaching experiences, evaluate programs and services, or conduct original research; we are constantly engaging in research. It is important for the information professional to understand various research method techniques, how to design a research project, and how to evaluate and synthesize research literature. Through my entire higher education tenure, I have gained so much experience with conducting research projects and working with scholarly research literature. Going into this MLIS program as my second master's program, I quickly realized how much more I sill had to learn regarding research methods. Below is a discussion of research design and my understanding of qualitative and quantitative research methods.
When beginning a research project, it's important to consider the stages of research in order to fully develop and/or answer a research question or problem. Thinking about the stages of research works for me when I begin work on a research project as it helps me to stray on track with my research. The stages of research begins with the first stage: conceptualizing and/or identifying a research problem/issue (Case & Given, 2016). In this first step, the researcher is either presented with a problem or issue in need of further research. The second stage: methodological design, involves "determining the type of data to be sought" (Case & Given, 2016, p. 223). Stage three involves the method and procedural design where "methods and specific procedures for data collection" are considered and initiated (Case & Given, 2016, p. 224). This stage usually involves whether the researcher will use qualitative or quantitative methods. In stage four, data is interpreted, analyzed, and recorded (Case & Given, 2016). Lastly, the final stage, stage five involves drawing conclusions from the research study (Case & Given, 2016). In this final stage, conclusions will be drawn, implications of the research will be discussed, and any limitations and/or need for future research on the topic should be addressed as well. Following these five steps of research design ensures that a sound research project will be conducted.
Qualitative research methods, at its core, is considered "textual data" that is suitable for research involving individual experiences, thoughts, opinions, and trends to conduct an in-depth look at a research issue (Farnsworth, 2019). This type of data is not considered to be directly measurable but can be categorized and interpreted (Cervone, 2018). Data collection methods from qualitative studies is noted to be "quite versatile", meaning that the methods can range from completely unstructured to semi-structured (Farnsworth, 2019). In libraries, studies involving qualitative methods usually include interviews, focus groups, open-ended survey questions, observation studies, usability testing, and wayfinding studies (Bakkalbasi, 2017). This research method is best known for being used to examine in-context situations that can be framed by words and narratives (Bakkalbasi, 2017). While working on my Info-200 research project on the transgender information community, I can see how many of the scholarly articles I referenced used qualitative methods by interviewing individuals and presenting discussion and results from open-ended surveys. Qualitative research methods appear to "limitless", meaning that we are seeing more creative use of sources to collect data under this method including photo diaries, drawings, mapping surveys, and even social media content (Bakkalbasi, 2017).
In contrast to qualitative research methods, quantitative research methods are all about numbers and figures that are used to measure something in some way (Farnsworth, 2019; Cervone, 2018). Quantitative techniques are much more structured than qualitative techniques and can be used to measure things such as opinions, attitudes, or behaviors with the goal to support or refute hypotheses about a particular phenomenon (Farnsworth, 2019). Under quantitative methods, generalizations about an entire population of interest from a sample size may be made from data collected (Bakkalbasi, 2017). In libraries, quantitative research methods can be used to examine students' perceptions of academic library services and spaces through the use of satisfaction surveys, web page views, social media actions, systems-generated data from library management systems and interlibrary loan systems, and even statistics from gate counters (Bakkalbasi, 2017; Cervone, 2018). During my time at SJSU, I never really came in contact with having to use or analyze quantitative research methods/studies. Rather, in my work experience, I come into contact with quantitative techniques frequently through the use and collection of reference statistics, gate counter statistics, database usage, public computer/Wi-Fi use statistics, and post-program surveys. I have come to understand the importance of quantitative techniques for the purpose of measuring usage and user satisfaction as it relates to the services and programs in my library. I have also come to learn that the difference between qualitative and quantitative research methods rest in the key components of data sample, data collection, data analysis, findings, and outcomes (Bakkalbasi, 2017).
This first piece of evidence demonstrates my ability to design a research project and apply appropriate research methods in a specific work environment. In Info-200, Information Communities, we were tasked with having to select an information community and researching the information-seeking behaviors of that community. Using the transgender community as my information community, I conducted a formal research project comprised of a literature review, a methodology discussion where I discussed the tools and sources I used to locate my sources, and a discussion based on trends in the literature including barriers to information, global issues, and emerging technologies. Throughout the semester, I followed the steps in the research design process to compose a thorough and sound research paper on this information community.
This second piece of evidence demonstrates my ability to evaluate and synthesize research literature. As part of our research in Info-200, we had to complete a literature review matrix assignment. In this assignment we had to locate eight to ten scholarly articles, and using a provided worksheet template we had to synthesize each article individually using a "they say/I say" method. Under the "they say" portion, we had to briefly summarize the article's main idea, the theoretical/conceptual framework of the authors, the research methods used, the results and analysis, and the conclusions drawn. Under the "I say" portion is where we had to provide our analysis of each article, implications for future research, and implications for information professional practices. I ended up evaluating and synthesizing eight scholarly articles. Completing this assignment helped organize my analysis of selected scholarly articles to write my literature review portion of this research project.
This last piece of evidence for this competency further demonstrates my ability to apply appropriate research methods in a specific work environment. For this discussion post, we were tasked with having to write up a hypothetical memo to a new director of an academic library. We had to place ourselves as librarians already working at this academic library where no formal strategic plan exists. In the memo (written to an incoming new director) I go through the research steps and methods needed to be employed to conduct a formal environmental scan, leading to a strategic plan. Within each step, I discuss examples of what to collect or look for, and how each research step contributes to the overall development of the environmental scan/strategic plan process. Writing this discussion post gave me more exposure with considering research methods in a specific work environment and communicating those research methods in a professional manner.
Understanding the research design process, research methodologies, and having the ability to evaluate and synthesize scholarly research literature is an integral part of the information profession. As a profession, we rely on sound research design to advance our field and make exciting new discoveries and advances that will only benefit our users. Regarding methodologies (qualitative/quantitative), we must keep in mind that no single methodology will tell us the full story of what we wish to know about our library services or users (Bakkalbasi, 2017). Different research questions will require different research methodologies, and in some cases, a mixed approach may be the best approach (Bakkalbasi, 2017). Good research design ultimately rests with fully understanding the research problem/issue and narrowing the focus of the problem/issue to the respected organization.
Bakkalbasi, N. (2017). Assessment and evaluation, promotion, and marketing of academic library services. In Gilman, T. & Lynch, B. P. (Eds.), Academic librarianship today. (pp. 211-221). Rowman & Littlefield.
Case, D. O., & Given, L. M. (Eds.). (2016). Looking for information: A survey of research on information seeking, needs, and behavior. Emerald Publishing Limited.
Cervone, H. F. (2018). Managing data and data analysis in information organizations. In Hirsh, S. (Ed.), Information services today: An introduction. (pp. 314-330). Rowman & Littlefield.
Farnsworth, B. (2019, June 11). Qualitative vs. quantitative research - what is the difference? Imotions. https://imotions.com/blog/qualitative-vs-quantitative-research/#qualitative
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