Key concepts Unit 3

Connaway and Powell Chapter 2

Deductive method - reasons towards observations.
Inductive method - reasons from observations.

Criteria  for research (pg. 23)

• Universality
• Replication
• Control
• Measurement

Steps in research

Identification of the problem

Before you research you need to identify and clearly understand your problem,  If the problem is not understood and narrow enough, researching will be unable to answer it correctly.

Reading research on a subject can often help identify further research to be done.

Characteristics of a problem (pgs. 43-44)

• represent conceptual thinking, insight, and inquiry
• variables should represent a meaningful relationship - causality
• researcher's interest
• represent an area of research that is relatively new
• will research contribute to knowledge in the field - how important is it?
• is it manageable?  Can you actually research it given your constraints?

Statement of the problem

Write the problem down in clear, concise, accurate, terms.

Identify subproblems (pgs. 45-46)

Can be a way to deal with the bigger problem in smaller pieces.  When added together should be summation of the whole of the problem, not go beyond the problem.  If they go beyond the problem that's an indication that the problem is not narrow enough.

Most research problems can be broken down into 2 - 6 subproblems.

psedu-subproblems - problems more about the procedure than about the problem.

2 step process

• break main problem down into components
• identify key words

Metatheory

The philosophy behind research theory

Classification of data

• can help point out gaps
• can help identify relationships

Theory  - interrelation of a set of variables based on rules of logic, or a set or propositions that explain why events occur the way that they do.

theory can:

•  help organization
• explain relationships
• act as a guide

theory does

•  summarize knowledge
• provide explanations
• predict occurrences

a good theory should:

• provide means for its own testing
• should be well grounded and be able to explain what is being studied
• should be complete but stated as simply as possible

Hypothesis

An expectation that will be tested by researching the problem.

Types of hypothesis (pg. 51):

• Working or research
• Final
• Particular
• Causal
• Alternative
• Null
• Inductive
• Deductive
• Non-directional
• Directional
• Multivariate
• Bivariate
• Univariate

Developing a hypothesis - usually from theory and knowledge of subject

Concepts - used to define parts of the research.  Avoid circular definitions which define terms by using those same terms.

Wildemuth Chapter 2

Two ways research questions originate:

• your own experience or observation of the subject
• logical gaps that exist in the field

Research question (pg. 12)

"A statement of what you wish to know about some unsatisfactory situation."

Once question has been stated consider your experience with the subject and the perspective of any stakeholders involved.

Start reading about the subject to determine if your question has been answered, and gather more information.  Do searches including checking citations.

4 matters to consider:

• Is there uncertainty about the answer?
• Is the question important?
• Will study be useful no matter if hypothesis is found true or disproved?
• How feasible is it to answer  your question?

Stating your research question:

• Write it down
• Be explicit
• Should be a single sentence
• Should be able to define all concepts and components

Study feasibility

• Do you have access to those people you need as participants?
• What equipment and material resources do you need?
• Political support needed to conduct study

Wildemuth Chapter 3

Evidence-based information practice:

• Decisions based on evidence available
• Constantly seek ways to improve
• Most focus on using information from already completed studies

Librarians should look to collaborate with nearby universities in order to do more research. (pg. 22)

Formulating a LIS practice-based question

• focus on core activties, not just new technologies
• management, education, and reference services

Carrying out the study (pg. 23)

Practice-based research is usually done in a place the researcher is involved.  So the researcher will have to keep his or her objectivity.  Plan for any problems that may occur.

Applying the results

Results can be applied two ways:

• modify or improve what you already do
• make recommendations that can influence practitioners

It is suggested to always publish findings so they can be of use to others.

Wildemuth Chapter 5

Defining hypothesis (pg. 33) - A conjectural statement about the relationship between two (or more) variables.  Capable of verification.

Sources of hypothesis:

• Direct experience with the phenomenon
• Evidence provided by prior studies

Testing the hypothesis:

• define all parts of the hypothesis; make sure there are no vague words
• try to state hypothesis as a null hypothesis

Williamson Chapter 3

The beginning stages of research

pg. 51

qualitative research phrases a problem in a way to indicate the type of understanding that will be achieved by the research rather than within the context of a relationship between two variables.

Literature Review

In quantitative research the theoretical framework for a study should come from literature reviews (pg. 61)

The literature review helps the researcher understand the background and context of his or her research subject.
It can help determine which is the best choice of research method to pursue for a specific topic.

Do not limit your search to only your specific discipline.  Information about a topic could be found in many different areas.

Steps for writing a literature review: (pg. 63)

1. Categorize into subject/topic
2. Begin with an introduction
3. End intro with content overview
4. Organize body under headings which relate to your research.
5. Critically anylize literature under three headings
1. conceptual
2. anecdotal
3. research
6. Write a conclusion
7. End with the research question you will work on
8. Check that you have written a critical and evaluative review.