Competency Statement: Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature.

Introduction

In research, empirical studies have significant value for its evidence-based conclusions over theory and assumptions and provision of observed data. Information environments can benefit from research to reinforce or provide alternative decision-making. As an information professional, being able to design a research project, understanding differences in research methods, and synthesizing research literature gives me persuasive tools to support new services, programs, or other proposals in my information environment.

Research project design

Research design begins with a critical review of published work and formulation of a good research question. Previous research not only provides the necessary background for the research but can also help identify knowledge gaps that the research can fill.

A couple cursory qualifications of a good research question includes whether the question can hold the researcher’s interest to complete the research and pass the “so, what” test where others would also find the research problem useful (Luo, 2023). The next qualification is whether the variables in the research question are identifiable, specific, and operationally definable. This qualification is significant because it sets the design parameters for the research, including units of analysis (research subjects) and levels of measurement (nominal, ordinal, interval, ratio), forcing the researcher to consider whether the problem is empirically answerable and constraints, such as time, budget, expertise, manpower, and ethics, against feasibility of the research. Developing the research question is an iterative process, and it is not uncommon to spend some time modifying the language until every variable has been defined in terms of how it will be studied and measured.

The variables in the research question can help determine whether quantitative or qualitative research methods are required. If the attributes of a variable are known, a quantitative method to measure the attributes is appropriate. However, if not much is known about a variable, a qualitative method allows investigation of the variation to identify the attributes of the variable.

Like a mission statement in a strategic plan, the research question drives the “blueprint for the collection and analysis of data” (Luo, et al, 2017, p. 27).

Quantitative vs. qualitative research methods

As mentioned before, quantitative research methods are appropriate when attributes of a variable are already known, and the research aims to report data in numerical form. In some cases, there is already existing data, such as logs and other collected usage statistics, that needs to be extracted. Otherwise, the researcher can use surveys or other instrumentation to collect new data. Quantitative research methods can yield enough data to use statistical models to measure variation in their analysis.

Qualitative research methods are considered when “not much is known about a research topic,” such as previous research, and whether the researcher “aims to produce detailed descriptions and understanding of a particular topic” (Luo, et al, 2017, p. 83). Research methods, such as content analysis, in-depth interviews, and focus groups can reveal nuanced and different interpretations of the research topic. Researchers can elicit responses through direct questioning or vignettes and scenarios about sensitive topics, then codify unstructured raw data of interviews into themes for analysis.

Evidence

The evidence I chose to present to demonstrate this competency include artifacts from INFO 285 (Applied Research Methods in Academic Libraries). The first is a discussion thread of my research proposal and development of my research question, the second is a submitted draft of the literature review portion of my research proposal, and the third is a discussion thread of my research design and procedures.

Evidence #1 – INFO 285 – Applied Research Methods in Academic Libraries – Research Question Proposal & Discussion

In this discussion, I propose my idea to study international students for a research proposal that will improve academic library services for international students. I talk about what I see is a research problem, which is the lack of international student research, and why my study can solve the problem and improve professional practice. I also share studies I found through a cursory search and their findings, which included their information needs and barriers. This indicated to me that there wasn’t a lack of fundamental research of international students and their information seeking behavior, but possibly a lack of research on the perceived quality of library instruction and services. This helped me develop my research question to be more specific and manageable in scope.

This evidence demonstrates my ability to initiate a research proposal and start developing the research question.

Evidence #2 – INFO 285 – Applied Research Methods in Academic Libraries – Research Literature Review

In this draft of the literature review portion of my research proposal, I bring together previous studies of international students to provide background information on what’s already been studied, as well as what could be further investigated. I point out that many studies found that students weren’t aware of the library services and questioned the effectiveness of the library’s outreach efforts. I also found differences in opinion when it came to print material as a preferred method of library instruction. Finding these gaps in the literature helped me consider what data I wanted to collect and measure in my research study.

This evidence demonstrates my ability to synthesize research literature to provide background knowledge and delineate the knowledge gaps in existing literature to explain why my research study is significant.

Evidence #3 – INFO 285 – Applied Research Methods in Academic Libraries – Research Procedures Proposal & Discussion

In this discussion, I presented my proposed quantitative methodology using a survey to collect data from participants. The survey asks to rate the effectiveness of library instruction methods. I based my question categories of library instruction methods on the ACRL’s modes of instruction (Association of College & Research Libraries, 2011). As for the variable of effectiveness, I broke it down to four attributes: awareness, interest, participation, and outcome. I explained that the survey would be formatted so that participants can indicate their perceived level of said attribute for that question category.

This evidence demonstrates my ability to understand the difference between quantitative and qualitative research methods to be able to select the most appropriate one, as well as the results of the operational definitions of the variables in my research question. 

Conclusion

Research studies are important for discovering positive and negative patterns to make good decisions, which can be said of any industry that wishes to learn from its successes and failures. Libraries and information environments are no exception, but it can be challenging because the work can be perceived to be ubiquitous but invisible (Pilerot & Lindberg, 2024). Everyone does what we do to organize information, but there is more to it. In addition to providing insights for decision-making and improvements to our field, having the competency and skills to conduct research studies provides an opportunity for me to apply an evidence-based practice so that other industries can learn from and truly understand the significance of this work. The many journals for library and information science that publish research to keep me and colleagues current in our fields would agree.

References

Association of College & Research Libraries. (2011). Guidelines for Instruction Programs in Academic Libraries. American Library Association. https://www.ala.org/acrl/standards/guidelinesinstruction

Luo, L. (2023). Unit 2: Research question [PowerPoint slides]. Canvas@SJSU. https://sjsu.instructure.com/

Luo, L., Brancolini, K. R., & Kennedy, M. R. (2017). Enhancing library and information research skills: A guide for academic librarians. ABC-CLIO, LLC. 

Pilerot, O. & Lindberg, J. (2024). Ubiquitous but invisiboe – public librarians’ self-imposed professional information practices as articulation work. Information Research, 29(2). https://informationr.net/infres/article/view/842/406