Comp L | Research Methods
Demonstrate understanding of quantitative and qualitative
research methods, the ability to design a research project,
and the ability to evaluate and synthesize research literature
Section A | Definition of Competency
Reflection for competency L requires a demonstrated understanding of quantitative and qualitative research method. These methods are evident through course required reading Punch’s Introduction to research methods in education, additional course references and a research project. Resulting in an awareness of its importance to the library profession. Qualitative and quantitative research are empirical applications that are simplified by the type of data collected however, “there are important similarities” (Punch, 2009) as well as differences to these methods to discuss and offer useful tools for the library science profession.
Punch (2009) defines empirical research as “using data to answer research questions”. The method of data collection is empirical because it is attained through observation or direct experience, alternative to methods of evidence through theoretical reasoning (Punch, 2009). The type of data collected traditionally distinguishes quantitative from qualitative. Quantitative research involves data with numbers and qualitative involves non-numerical data such as text (Punch, 2009). However, looking closer at one’s experience with a group research study there are a lot of similarities to these research methods.
For a group study on Approaches to inclusive excellence via subject guides (INFO 285) the researchers designed and used a form to collect and analyse extant qualitative data. Extant as in documenting the “existing materials developed without the researcher’s influence” (Salmons, 2016). The researchers observed pre-existing subject guides, which are non-numerical information, and noted discoveries through checkboxes, controlled vocabulary and free text from. Realizing this information is generated in a spreadsheet and easily quantifiable in the absence of numbers based on the selection lists and their controlled terms. Although qualitative research is “where data are not numbers (words)” (Punch, 2009) with proper technology and experience it is possible to answer research questions with numerical as well as non-numerical form.
The researches were able to quantify and graph elements of inclusiveness found in the subject guides, as well as provide qualitative explanations and recommendations for those findings. The importance of librarians knowing these research methods is evident because the findings provide current perspectives of a library service, such as subject guides, and to offer means of discovering useful solutions to improve that service for users. Essentially, what is observed or experienced in these established empirical research approaches may require both qualitative and quantitative methods to provide meaningful answers to a research question and assure library services remain relevant to users.
Section B | Background to the Competency
INFO 200 Information Communities, INFO 281 Globalization and Information, and INFO 285 Applied Research Methods courses are selected to provide competency L evidence based on the descriptions in their syllabus, main lessons learnt and/or assignments completed. Both INFO 200 and INFO 285 core competencies include L in the syllabus and INFO 281 required a final research project as required by all prior courses mentioned. All or these courses offer understanding and preparation to conduct qualitative and quantitative research in library and information sciences through resources gathered for the three research papers prepared and presented as evidence.
Section C | Discussion of Evidence
INFO 200 | Open data information community: library and information centre resources and services
https://medium.com/@kejobuchanan/open-data-information-community-library-and-information-centre-resources-and-services-5ac81ec56daa
This paper was designed based on a literary review of scholarly and community observations to provide resources that develop an understanding of the open data information community. The resources gathered and analysed for this qualitative study were extant digital data from articles, community used technology, and connections to open data community leaders and their achievements. If this research were to continue ideally, it is recommended to review resources based on consensus of experts and creditable materials, thus applying the Delphi methodology (Salmons, 2016). However, the data collecting method introduces this MLIS student using qualitative research with extant resources to understand and possibly serve the currently evolving open data information seeking community.
INFO 281 | Global knowledge: information professional partnership with marginalized communities
This study involves answering the research question how regarding partnerships between marginalized communities and information professionals resolve global knowledge issues. Similar to the open data study, gathering and analysing extant data was the method applied and samples were selected from various parts of world to fulfill the global framework of the question. Also to understand the significance of the issues resources were gathered to define terms such as digital divide, knowledge investment and reconciliation. Findings from this research supported the importance of information professionals’ collaboration with marginalized communities, as well as diverse leadership within library services, to bridge the gap and resolve information access, creation and acknowledgement issues. Therefore, this study applies exploratory method in such “designed to maximize the discovery of generalizations leading to detail and profound understanding of the group” and activities that provide solutions (Salmons, 2016).
INFO 285 | Approaches to Inclusive Excellence via Subject Guides
https://medium.com/@kejobuchanan/approaches-to-inclusive-excellence-via-subject-guides-ea237f38a771
This group research report was designed based on class discussions and the lack of available extant data to directly answer the question of defining inclusive excellence and its approach to subject guides. The researchers gather literature and observe online subject guides through the exploratory method of extant data. As expressed before, this research resulted in a mix of qualitative and quantitative findings that offered recommendations for to improve guides to an inclusive excellence level as well as further elicited research. The elicited method, of studying responses by interviewing libraries and users (Salmons, 2016), was a future study suggestion from researchers to gather better insight into the current process of developing and accessing subject guides. This project and overall course broadened the understanding of qualitative research online as well as specific research terminology and its importance as a tool to survey the success and opportunities of current library services.
Section D | Conclusion
The qualitative and quantitative research skills and knowledge is evident in finding, resolving and understanding library services in future information centre employment. These skills apply in reviewing existing studies as well as proposing research that may be needed for a specific community service design. This awareness includes the research design, the position as a researcher and remaining mindful of policies around human subjects, such as library users, to assure professionalism and compliance. Therefore, competency L is important to assure creditability as librarian in a research role and sustain professional delivery of services.
Section E | References
Brooks, M., Buchanan, K., Grimm, C. Hurtado, I. & Ungerman, A. (2019). Approaches to Inclusive Excellence via Subject Guides. Medius,. Retrieved from https://medium.com/@kejobuchanan/approaches-to-inclusive-excellence-via-subject-guides-ea237f38a771
Buchanan, K. (2018) Global knowledge: information professional partnership with marginalized communities. Retrieved from https://medium.com/@kejobuchanan/global-knowledge-information-professional-partnership-with-marginalized-communities-be31d53a329e
Buchanan, K. (2017) Open data information community: library and information centre resources and services. Retrieved from https://medium.com/@kejobuchanan/open-data-information-community-library-and-information-centre-resources-and-services-5ac81ec56daa
Punch, K. F. (2009). Introduction to research methods in education. London: Sage.
Salmons, J. (2015). Doing qualitative research online. Thousand Oaks: SAGE.