Core Competency L: Demonstrate an understanding of quantitative and qualitative research methods and of the evaluation and synthesis of research literature.
Section 1. Interpretation of competency
The ability to understand qualitative and quantitative research methods in order to evaluate and synthesize research literature is a vital skill for an information professional to have. Having this capability enables the librarian to turn to the professional literature for their particular field to find ways to improve LIS services.
I utilized research literature throughout my studies at San Jose State University. However, it was not until I took the class Action Research (SJSU 285) that I understood the mechanics of how research studies are designed and implemented. This has helped me to discern the quality of research studies and also to understand how and when the different methods might be applied. A large difference in research studies revolves around the use of qualitative research as opposed to quantitative methods. Qualitative research refers to data that is subjective and based on impressions, opinions, and general observations. Quantitative research involves the use of rigorous data collection that is then statistically analyzed. Research involves other methods as well. Connaway and Powell (2010) discussed the differences between applied research which tends to be practical in nature and is used more by practitioners versus basic research which is favored for its help with constructing theories (p. 71). The application of these different approaches to research might be determined by factors such as time, money, and ethical concerns.
Through the course of my studies, I learned about the research lifecycle and the various participants that take part in the process. Studies start with a proposal and this is often used to apply for grant money. Funders will not give money to poorly designed studies so it is important to account for things that might threaten the validity of the study. Connaway and Powell (2010) identified some of these as the “effect of testing, . . .selection bias, . . . and experimental mortality,” (p. 194-195) which refers to people dropping out of a study.
Another important factor is ethics. History is filled with examples of human and animal rights abuses committed in the name of progress. Today, largely following the establishment of documents such as the Nuremberg Code of Medical Ethics, studies that involve human participants undergo scrutiny by the Institutional Review Board, a special committee that a university or other research facility employs to look for ethical issues around proposed research.
These ethical safeguards are in place to protect groups that often cannot give informed consent such as children, or groups whose ability to consent is compromised through some form of coercion, such as prisoners. However, there are many other ways that ethics can come into play during the research process. In the context of the library, Connaway and Powell (2010) cited Carlin who discussed the importance of the “ethics of interdisciplinarity” (p. 91) and emphasized the “importance of being accountable for the presentation of research strategies and accurately distinguishing between primary and secondary sources” (p. 91).
While being able to turn to the professional literature for advice is a great feature of being an information professional, organizations that value these types of skills automatically improve what the library can offer. This entails looking critically at the materials being collected by the library as well as what is being disseminated in bibliographic instruction classes and at the reference desk.
Section 2. Reference to supporting evidence
Evidence One. Academic Assignment.
Action research study designed for the SJSU course Research Methods (INFO 285).
The proposed study sought to examine the effect on academic success that a special five-week preparatory course that focused on organizational and transitional skills for incoming freshmen who had received special education services in high school.
A preliminary step in writing a research proposal is to see what else has been written on the topic to make sure your topic is unique enough to warrant a study. The literature was reviewed in order to describe some shared characteristics of the proposed population to be studied. Research that examined the lack of programming standards for this population were reviewed alongside evidence that seemed to point to the most successful interventions and strategies. This information was presented in the first part of the proposal and would be a key piece of persuasive evidence of the need for this study if it were being submitted to a funding body.
The rest of the proposal contained sections that closely defined the population in terms of sample size and geographic location as well as explaining how those individuals would be recruited. It described the method of data collection, from how the data collection instruments would be constructed to how they would be deployed. It discussed the need for the IRB to review the study as well as permission from the Dean of Libraries since the course would be taking place in library classrooms on multiple campuses. Procedures to protect the privacy of the students by anonymizing the data in order to conform to federal law were also presented.
I felt that writing this proposal greatly increased my ability to understand and analyze research literature. By constructing my own hypothetical study I was able to see the differences between qualitative and quantitative methods. I was able to understand ethical concerns and the need for oversight. Having these skills will enable me to turn to these methods to gain insights into real-world situations.
Evidence Two. Certificate.
Certificate from the National Institute of Health on Protecting Human Research Participants. Earned August 24, 2015. Certificate number 1812291.
Section 3. Application of competency
I continue to utilize these methods frequently. I am often asked to give my opinion on things like how robust a commercial data source is or whether it is sensible for us to offer a new service or change an existing one. For example, I might be asked to investigate why one database gives an author a citation count of x, while another one reports the number as y. A question like that might require doing a very deep dive into quantitative studies around bibliometrics as well as white papers and other documentation written by the vendor. It might require me to do some of my own data collection and statistical analysis.
For another project, I might be tasked with collecting stories and anecdotes about the impact that open access initiatives are having on our campus. A project like this is two-fold. First, there is the question about how to approach gathering data for a project like this. I would probably rely on what others are generally doing and I would get this information by asking on listservs and other online forums. Then I would engage in the task of gathering data about our engagement with OA. While both halves of this project this would rely on qualitative data, it still would provide rich insight into where our successes and failures are in this area.
Section 4. Bibliography in APA format
Connaway, L. & Powell, R. (2010). Basic research methods for librarians 5th edition. Libraries Unlimited : Santa Barbara, CA.