Competency Description and Scope:

Before exploring this competency, I want to address a topic that I often cover with students at the community college where I work: primary and secondary research. I had a basic knowledge of this topic before to enrolling in the MLIS program, which was further improved throughout my courses. In primary research, the researcher does not rely on already existing data sets but rather collects their own original raw data using methods such as questionnaires, experiments, and focus groups. In contrast to primary research, secondary research is the process of compiling the findings of earlier studies. Secondary research involves gathering data on the subject of interest from published publications and databases. Surveys and experiments may also be included in secondary research, however, these data were not directly collected by the researcher. It is crucial to understand that the information-gathering processes used in both basic and applied research methodologies are primary and secondary research. Students often understood secondary research quite well but had no concept of what primary research involved.

Another question that often I often get asked by students, both in past and present professions, is the wide variety of methodologies that may be required to reveal a concern or issue of interest utilizing data. To quote the Merriam-Webster Online Dictionary (n.d.): "research is studious inquiry or examination; especially: investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in light of new facts, or practical applications of such new or revised theories or laws." Hillway (1964) defined research as the process of obtaining a solution to a specified issue by the thorough and exhaustive investigation of all available material pertaining to that issue. According to Mouly (1978, p. 12), research is best defined as the process of obtaining trustworthy solutions to problems via systematic data gathering, analysis, and interpretation. These definitions reveal that there are two main categories of study: basic research and applied research.

Basic Research

As previously said, one of the primary goals of fundamental research is to generate new, relevant information. The goal of basic research, also known as pure, theoretical, or scientific study, is often to find answers to problems that are prompted by a sense of interest or curiosity in addition to the motivation to learn more. In addition, theoretical knowledge, as opposed to knowledge that is based on practice, is typically developed or discovered through the process of research; or, as stated by Vickery (1975), "Scientific research... is concerned with elucidating concepts and their relations, hypotheses, and theories, and is not necessarily and certainly not directly related to technical and practical problems." Many of the methodologies, strategies, and concepts of basic research are applicable to applied research, and a researcher performing applied research would benefit from a thorough grasp of basic research procedures (Connaway & Powell, 2010). Typically, basic research, especially if quantitative in nature, is intended to provide generalizable and essential information in the area of LIS for solving professional issues and developing new tools and techniques for analysis, services, and behavior. It also facilitates decision-making by identifying "the costs and benefits of our services and, most importantly, to establish or develop a body of theory on which to base our practice” (Shaughnessy, 1976). I will end this section with Peter Hernon's (2001) categorization of basic research into the following five components:

1. The research method, known as reflective inquiry, consists of a problem statement, a literature review, a theoretical framework, a logical structure, goals, research questions, and hypotheses (if appropriate);
2. Procedures or research design and data collection methods;
3. Data gathering, processing, and analysis;
4. Reliability and validity, for quantitative studies, and credibility, trustworthiness, transferability, dependability, and confirmability for qualitative studies;
5. Presentation of the research findings.

Although often explanatory in character, basic research may also be exploratory or descriptive. One of the main goals, when I use this type of study, is to get a better knowledge of the issue at hand, and this better understanding may then be used in the process of developing potential solutions. Basic research may result in a theory or hypothesis and it often creates a foundation for applied studies.

Applied Research

Typically, "applied research" is the second main method of research. It incorporates a range of distinct research methodologies, including systems analysis and operations research. In contrast to pure or basic research, applied research focuses on addressing particular issues in the actual world. Much of the library-related research has been applied to topics ranging from the evaluation of book collections and the analysis of automated circulation systems to the resolution of real-world difficulties and practical applications. Other significant kinds of applied research include action research, evidence-based research, evaluative research, qualitative research, and other particular research approaches. Only action research, evidence-based research, evaluation research, and a comparison of qualitative and quantitative research will be investigated in my competency. These forms of study are conducted rather often in libraries in order to assess programs and services, preserve collections in good condition, and get financial support.

Applied research may occur in the form of evaluative research, consisting of surveys and data collection for assessment. It is becoming more frequent and necessary for librarians and other information specialists to evaluate the quality and efficiency of their organization's resources and services (Haycock & Sheldon, 2007). Applied research, in contrast to fundamental research, may verify hypotheses and cause a reevaluation of existing ones. Action research is an approach that is sometimes considered synonymous with applied research. In Renée Jefferson's (2014) article on theory and applications, Virginia Wilson says that action research in its original sense is participatory organizational research that focuses on defining and solving problems. Researcher engagement in participant action research is helpful for determining what needs to be done to carry out the study and increasing the likelihood that the findings will be put into practice. Studies based on participatory action research are given, covering the following areas: The first is information literacy; the second is leadership in the workplace; the third is the use of social media in education; and the fourth is the redesign of library services, systems, and buildings. Finally, the dual method of action research in the field of information systems is examined. To wrap up my discussion of applied research, I will discuss standard procedures used in action research. According to Isaac and Michael (1981), action research consists of the following steps:

1. Defining the problem or setting the goal
2. Reviewing the literature
3. Formulating testable hypotheses
4. Arranging the research setting
5. Establishing measurement techniques and evaluation criteria
6. Analyzing the data and evaluating the results.

Evidence-Based Research and Evaluative Research

The other forms of research I will describe are evidence-based and evaluative research. There is a need for library and information workers to make choices using up-to-date, reliable data in the face of declining library funding for personnel, resources, and services and rising library use. With its debut in 2006, the quarterly, open-access publication Evidence-Based Library and Information Practice (EBLIP) serves as a platform for librarians and other information workers to learn about studies that may influence their professional decisions. Both practitioners, who "consume" research findings in making choices, and applied researchers, who aim to "create" the research evidence intended for use by practitioners, are involved in evidence-based research. Professional groups, practitioners, and researchers have all talked about evidence-based research. Scientists at OCLC Research have also written a lot of papers and given a lot of talks about how they use library-generated data, like WorldCat data, to decide which collections to keep, digitize, or get rid of, to compare collections, to figure out what makes each collection unique, and to decide whether to offer resources in electronic or paper form (Dempsey & Lavoie, 2014; Lavoie & O'Neill, 2007).

Evaluation studies usually have a lot of variables that are unpredictable because the research is done in the real world. Time and space constraints make them difficult to conduct, and they may be further compromised by the researcher's potential bias if he or she has a financial or personal stake in the outcome of the evaluation. Summative assessment and formative evaluation are two forms of evaluative study. Summative research, also known as outcome research, is concerned with the consequences of a program. It is often quantitative in nature and is frequently used to determine if a program will be sustained. Formative, or process, assessment assesses how well a program is operating while it is still in progress rather than after it has been completed. It is typically more qualitative and is commonly utilized for program revision and improvement. The researcher must gather data or measure what must be assessed in order to undertake an evaluation study. Measurement by itself is not evaluation, although it is a fundamental component of quantitative assessment. Common forms of measurements for library evaluation studies include the number and categories of users, the number and length of transactions, user and staff activity, levels of user satisfaction, and the prices of resources and services. They may be associated with input, output, efficiency, expenses, etc.

Quantitative and Qualitative

Both fundamental and applied research are practical in the sense that they lead to the solution of users' or institutions' dilemmas (Mouly, 1978). Relevance may be more important than whether the study is theoretical or practical ( Busha, C.H., & R. Purcell, 1973). Additionally, research may be categorized as quantitative or qualitative. “Quantitative research methods involve a problem-solving approach that is highly structured in nature and that relies on the quantification of concepts, where possible, for purposes of measurement and evaluation” (Glazier J. D. & Powell R. R., 1992). By watching events from the viewpoint of those who were engaged, qualitative research techniques aim to better understand why people act the way they do. They approach the solution of research questions in a more organic way. Some studies describe and analyze actions and occurrences using both quantitative and qualitative research techniques. In both types of programs, participant feedback is typically appreciated. Other broad categories that may include a variety of approaches include macro- and microevaluation, as well as quantitative, qualitative, subjective, and objective assessment.

Importance to the Profession:

This competency focuses on one of the most essential aspects of the scientific method, which is known as methodology. Additionally, the LIS professional must determine whether their study will be quantitative or qualitative in character, applied or basic in scope, and that decision will determine the kind of research that will be conducted. Following that, a variety of distinct approaches to research were discussed. Information professionals review professional literature to assist support their research challenge and use proper research methodologies to build solutions that might help enhance programs and services. I always felt that the only reason librarians were there was to assist customers in fulfilling their requirements. However, I discovered that librarians undertake research and perform analyses of data from professional literature in order to generate a rationale that has the potential to assist in the improvement of programs and services through the use of an acceptable research approach. As a graduate in the LIS field, I will be expected to conduct scholarly research, evaluate professional literature, apply my knowledge of quantitative and qualitative approaches, and create a solid case for a research project when I enter the information environment. If this is done, the findings of the data will be used to establish a justification for a research project that will help enhance the quality of services that the community may benefit from. Reading the research literature from academic leaders has been an integral part of my life and MLIS studies. I am finding that if I want to advance my LIS career to a position of management or administration, I will need to become quite familiar with evaluative research in order to design efficient methods. I am captivated by the potential of evaluative research and the creation of research initiatives with real-world impact.

Preparation to Understand Competency L

My goal in earning an MLIS during the last two years has been to widen my multidisciplinary research perspective beyond what I gained in my undergraduate studies of English literature. LIS maintains a standard of research practice informed by collected data and observation by combining the principles of conventional librarianship with practices in information organization and retrieval enabled by evolving technology. Information professionals must be able to comprehend, synthesize, and conduct research in order to successfully serve their clients, create new methods of information access and organization, and aid patrons in their research activities. As someone who aspires to become an information professional, I must be able to navigate effectively and do quality research for my own research objectives and future partnerships.

The purpose of research proposals is to convince other academics who are members of a different committee or organization that the proposed research project has conceptual originality, methodological rigor, and substantive depth. The proposal should address the following questions: (1) What will be learned as a result of the research? (2) Why is the research significant? (3) How can one determine if the findings can be trusted? (Przeworski & Salomon, 1995). INFO 285 focuses on library evaluation and assessment and requires the creation of a proposal for a research study that analyzes and assesses a library program or element. Research is fundamental to all academic disciplines and serves as the foundation for the application of theory. The research process must be undertaken in a way that is methodical, factual, publically verifiable, and consistent with the scope of scientific inquiry given the existing state of knowledge. In order to successfully synthesize previous research to support one's research claims, research also requires the development of one's capacity to evaluate current research for its arguments, the validity of evidence, and methodological rigor. These assertions are at the heart of a wider, continuous academic discussion that advances an area of study.