Williamson Chapter 2
Epistemological work is work associated with questions about what constitutes knowledge and how knowledge is formed.
Deductive reasoning is reasoning that moves from general principles or rules to specific instances or occurrences. That is, conclusions about specific instances are “deduced” via the application of general principles.
Connaway & Powell, Chapter 2
Inductive reasoning is reasoning that proceeds from instances to principles, or, in other words, from empirical facts or evidence to theories.
Theory is a set of related propositions that put forth an explanation as to why and how events occur the way that they do.
Eldredge
Gap analysis uses surveys to identify and examine distinctions, discrepancies, or gaps between what patrons of an organization expect and what the organization itself is in fact able to deliver to them. Analyzing these gaps can help organizations find ways to better serve customer or patron populations.
Unobtrusive observation is a technique of observing subjects that does not cause the mere fact that subjects are being observed to change their behavior. It is based on the likelihood that being watched or researched will have an effect on subject behavior.
Patten (Topics 1-10)
A conceptual definition—the kind given in a dictionary—is useful for communicating a general topic or for referring to a concept in a more general, widely-understood manner. When a term is used as a variable in research, the conceptual definition is often lacking.
An operational definition, on the other hand, is created by redefining a term or variable in terms of the precise physical steps taken to see the variable in a research study. The process of creating an operational definition is called operationalizing.
Pyrczak (Appendix A)
A random sample is a sample chosen without any particular interest in its qualities (an example is choosing a number from a basket) or characteristics with regard to a research problem. This is done so that the sample is statistically representative of the population as a whole from which it derives. Random sampling is encouraged in quantitative research.
A purposive sample is a sample with which a research has a special interest. It may not necessarily be representative of a larger population of samples, but it is selected as appropriate to a research problem rather than with attention to completely random selection. It is encouraged that one choose a purposive sample when doing qualitative research.
Standards for Reporting...
A problem formulation is a clear statement that includes the purpose and scope of a study and which should include a description of the question, problem, or issue that the study addresses, give a context, describe the method by which the study will address the issue, and explain its importance.
Units of study are "sites, groups participants, events, or other units" (AERA, 2006, p. 35). These are the basic subjects on which a specific study is intended to focus, and they are sources of evidence for the researcher in gathering data.
Humanities-oriented research is a set of research fields or genres that do not easily identify with traditional humanities disciplines and for which the Standards for Reporting on Empirical Social Science Research in AERA Publications is clearly not suited.
Reflexive education research is education research that takes itself as an object of study. More generally, this could be applied to mean that any research taking itself as an object is reflexive.
Sources for this entry's key concepts:
American Educational Research Association (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher 35(6), 33-40.
American Educational Research Association (2009). Standards for reporting on humanities-oriented research in AERA publications. Educational Researcher 38, 481-486.
Connaway, L. & Powell, R. (2010). Basic research methods for librarians. 5th ed. Santa
Barbara, CA: Libraries Unlimited.
Eldredge, J. (2004). Inventory of research methods for librarianship and informatics. Journal of the Medical Library Association, 92, 83-90.
Patten, M. (2000). Understanding research methods: Overview of the essentials. 2nd ed.
Glendale, CA: Pyrczak Publishing.
Pyrczak, F. (2008). Evaluating research in academic journals: A practical guide to realistic
evaluation. Glendale, CA: Pyrczak Publishing.
Williamson, K. (2000). Research methods for students and professionals: Information
management and systems. Wagga Wagga, NSW.
Tuesday, September 13, 2011
Thursday, September 8, 2011
Introductory Readings
Among other things, I will be keeping a running record of terms and/or key concepts from my readings as a student of library and information science here on this blog. As I read new sources, they will be referenced as I gather the ideas and concepts they present.
Connaway & Powell Chapter 1
Quantitative research is defined as, “a problem-solving approach that is highly structured in nature and that relies on the quantification of concepts…for purposes of measurement and evaluation” (Connaway & Powell, 2010, p. 2). The goal in pursuing of this type of research is to achieve results that can be understood, measured, and analyzed in a formulaic and replicable way.
Qualitative research is defined as, “[a] focus on observing events from the perspective of those involved and attempt to understand why individuals behave as they do” (Connaway & Powell, 2010, p. 2). Qualitative research deals much more with subjective, anecdotal evidence. While not as simply quantifiable or replicable, this research is of its own value for specific purposes.
Wildemuth Chapter 1
Information content is defined as “the substance of the information being created, communicated, stored, and/or transformed” (Wildemuth, 2009, p. 3). While this may seem like a simple idea and an obvious definition, it is important to remember that information content appears in every stage of action with information. It remains important at each stage to be able to identify the content in evaluating both process and result.
Evidence-based practice is defined as "the application of research results to improve professional practice" (Wildemuth, 2009, p. 4). (Note: Wildemuth (2009, p. 4) refers to evidence-based practice as a "variation of the term evidence-based medicine," which its coiner, the Cochrane Collaboration, describes as “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients[,]...[which] means integrating individual clinical expertise with the best available external clinical evidence from systematic research” (The Cochrane Collaboration, 2010) (internal citations omitted). This concept is important in that it makes a strong connection between the information gained from research and the utility of that information.
Williamson Chapter 1
Basic research “is primarily concerned with deriving new knowledge and is only indirectly involved (if at all) with how that knowledge will be applied to specific practical problems. Basic research tends to focus on theory building and/or hypothesis testing” (Williamson, 2000, p. 7). While this type of research is often informed by practical question, its knowledge-driven approach lends itself to enhanced objectivity and decreased chance of bias in process and analysis.
Applied research is “concerned with solving specific problems in real life situations. It is much more pragmatic and emphasizes information which is immediately usable in the solution of actual problems. It is more likely to be the type of research which is applicable to information environments and in business” (Williamson, 2000, p. 7). While it may bear some danger of "intended" results driving research, the practical specificity of this type of research is invaluable and also very useful.
Sources for this entry's key concepts:
The Cochrane Collaboration (2010). Evidence-based health care. Retrieved from http://www.cochrane.org/about-us/evidence-based-health-care.
Connaway, L. & Powell, R. R. (2010). Basic research methods for librarians. 5th ed. Santa Barbara, CA: Libraries Unlimited.
Wildemuth, B. (2009). Applications of social research methods to questions in information and library Science. ABC-CLIO, Incorporated.
Williamson, K. (2000). Research methods for students and professionals: Information management and systems. Wagga Wagga, NSW.
Connaway & Powell Chapter 1
Quantitative research is defined as, “a problem-solving approach that is highly structured in nature and that relies on the quantification of concepts…for purposes of measurement and evaluation” (Connaway & Powell, 2010, p. 2). The goal in pursuing of this type of research is to achieve results that can be understood, measured, and analyzed in a formulaic and replicable way.
Qualitative research is defined as, “[a] focus on observing events from the perspective of those involved and attempt to understand why individuals behave as they do” (Connaway & Powell, 2010, p. 2). Qualitative research deals much more with subjective, anecdotal evidence. While not as simply quantifiable or replicable, this research is of its own value for specific purposes.
Wildemuth Chapter 1
Information content is defined as “the substance of the information being created, communicated, stored, and/or transformed” (Wildemuth, 2009, p. 3). While this may seem like a simple idea and an obvious definition, it is important to remember that information content appears in every stage of action with information. It remains important at each stage to be able to identify the content in evaluating both process and result.
Evidence-based practice is defined as "the application of research results to improve professional practice" (Wildemuth, 2009, p. 4). (Note: Wildemuth (2009, p. 4) refers to evidence-based practice as a "variation of the term evidence-based medicine," which its coiner, the Cochrane Collaboration, describes as “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients[,]...[which] means integrating individual clinical expertise with the best available external clinical evidence from systematic research” (The Cochrane Collaboration, 2010) (internal citations omitted). This concept is important in that it makes a strong connection between the information gained from research and the utility of that information.
Williamson Chapter 1
Basic research “is primarily concerned with deriving new knowledge and is only indirectly involved (if at all) with how that knowledge will be applied to specific practical problems. Basic research tends to focus on theory building and/or hypothesis testing” (Williamson, 2000, p. 7). While this type of research is often informed by practical question, its knowledge-driven approach lends itself to enhanced objectivity and decreased chance of bias in process and analysis.
Applied research is “concerned with solving specific problems in real life situations. It is much more pragmatic and emphasizes information which is immediately usable in the solution of actual problems. It is more likely to be the type of research which is applicable to information environments and in business” (Williamson, 2000, p. 7). While it may bear some danger of "intended" results driving research, the practical specificity of this type of research is invaluable and also very useful.
Sources for this entry's key concepts:
The Cochrane Collaboration (2010). Evidence-based health care. Retrieved from http://www.cochrane.org/about-us/evidence-based-health-care.
Connaway, L. & Powell, R. R. (2010). Basic research methods for librarians. 5th ed. Santa Barbara, CA: Libraries Unlimited.
Wildemuth, B. (2009). Applications of social research methods to questions in information and library Science. ABC-CLIO, Incorporated.
Williamson, K. (2000). Research methods for students and professionals: Information management and systems. Wagga Wagga, NSW.
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