LIS 514: Introduction to Research in Library and Information Science
LONG ISLAND UNIVERSITY
COLLEGE OF EDUCATAION AND INFORMATION SCIENCES
PALMERSCHOOL OF LIBRARY AND INFORMATION SCIENCE
SYLLABUS
LIS 514
INTRODUCTION TO RESEARCH
IN
LIBRARY AND INFORMATION SCIENCE
Thursday
September 6 to December 20
New York University Bobst Library
Long Island University
Fall 2012
Professor:
John J. Regazzi
Contact:
john.regazzi@liu.edu
Office: Room 343 Library, CWPost Campus
Phone: 516-299-2174 LIU Office
516-741-2177 JJR Home Office
516-474-6135 JJR Cell
Office hours:Typically before class in LIU office in Westchester Graduate Center or anytime by arrangement
COURSE OVERVIEW
The scope and purpose of the course as stated in the course catalog:
To focus on theoretical and applied research design, methodologies and evaluation of research in library and information science.
To introduce students to research methods that are used in the field of library and information science
To provide a basic understanding of the role of statistical analysis and testing in the research process
PALMER SCHOOL STUDENT LEARNING OBJECTIVES FOR THIS COURSE
1C. Students will use effective communication techniques and critical thinking skills, such as problem solving and decision making skills.
4C. Students will demonstrate principles and guidelines for assessment and evaluation of information services.
5B. Students will understand the fundamentals of quantitative and qualitative research.
5C. Students will assess the actual and potential value of research.
INSTRUCTOR’S SPECIFIC ADDITIONAL OBJECTIVES FOR THIS COURSE;
Part 1. Provide an understanding of good research and be able to apply research, and evaluate research proposals in a professional setting
Part 2. To understand experimental design and methodologies, and be competent in the construction and execution of a research survey
Part 3. To be able to manipulate, analyze, and display information from large datasets using selected excel functions.
Part 4. To provide students the opportunity to design and present a research proposal
REQUIRED TEXT
Powell, Ronald. Basic Research Methods for Librarians. 4TH EDITION, 2004
Greenwich, CT: Ablex Publishing.
OPTIONAL TEXT
Rowntree, Derek. Statistics Without Tears: a primer for non-mathematicians. 2003
New York, NY: Allyn & Bacon.
Assignments and criteria for grading
Assignments
- Class participation
There will be in-class exercises and discussions around the readings and exercises assigned in the course. For the class to be successful, each student is expected to participate actively in these discussions and exercises. Attendance in each class is a requirement of the course; if you are unable to make a class, or part of a class, please let me know ahead of time.
- Define a research problem which may be adequately studied using a survey of individuals, conduct a review of the literature, design the survey, and develop a research proposal.
(1)Define a research area that you are interested in library and information science and briefly summarize the need for this study and how it might impact the library, user community, or profession. This study must be undertaken using a survey approach.
(2)Conduct and write up a review of the literature around this topic.
(3)Construct the questionnaire and survey methods that you would use to undertake the study above. Construct each question that you would use in the survey, and provide the rationale for why you would ask these questions, and what insights the questions will provide. (Annotate each question on why you are asking and how these will be used in the analysis)
(4)Present this to the class at the end of the semester.
(5)Submit a full research proposal with the survey at the end of the course
- Group Project using large datasets
The class will be divided into groups and given a test dataset with information in an excel format covering some selected library data and trends. Groups will be asked to perform in class and at home analyses of this data.
- Final Exam
A final exam will be given, as a take home exam. The final exam will be distributed at the penultimate class and will be due at the last class.
Specific Assignments and Percent of Grade (see also schedule on next page and appendix for timing and performance criteria for these assignments.)
Assignments / Grade* / Criteria**1. Chicken Coop Case / 5% / Case Study
2. 3M Lead User Research Case / 10% / Case Study
3. Initial Research Project Proposal / 5% / Term Paper
4. Critique Research Paper / 10% / Evaluation of Research
5. Create and Submit Survey / 5% / Survey Construction
6. Large Dataset Analysis / 10% / Group Project
7. Student Presentation / 5% / Presentation
8. Student Final Paper / 20% / Term Paper
9. Final Exam / 20% / Final Exam
10. Class Participation / 10% / Class Participation
*Note: Instructor may raise or lower / ** See Appendix for
the students grade by one grade / full description of
at his discretion based on class / each criteria.
attendance and other factors.
Course Schedule
Weekly Course Schedule: Topics, Assignments, and Readings.
Week(Tues) / Class / Class Topic / Assignment / Readings from Text6-Sep / 1 / Introduction to Course and Research / None / None
13-Sep / 2 / What is research, the scientific method, and what does it have to do with us? / Questions from textbook / Powell Chapter 1
20-Sep / 3 / Case Study: The Chicken Coop / In Class Analysis and Discussion of Case / Powell Chapter 2
27-Sep / 4 / Key Concepts in Information Research (Lecture Online) / (1) Undertake Literature Review for Term Paper. (2) Textbook questions / Powell Chapter 3
4-Oct / 5 / Case Study: 3M Lead User Research / In Class Analysis and Discussion of Case & questions / Powell Chapter 4
11-Oct / 6 / Introduction to Research Methods and Designs / Initial Paper Proposal Due / Powell Chapter 5
18-Oct / 7 / Types of Designs and Data / Questions from textbook / Powell Chapter 6-7
25-Oct / 8 / Evaluating a survey design and critique a specific research survey / Questions course notes / Powell Chapter 9
1-Nov / 9 / Survey in support of term project / Survey Instrument Due / Powell Chapter 10-11
8-Nov / 10 / Analysis: Measures of central tendency -- do averages lie? / Basic Dataset Processing / Powell Chapter 9 and Rowntree 1-2
15-Nov / 11 / Standard Deviation -- what is and why should we care? / Basic Dataset Processing / Rowntree 3
29-Nov / 12 / Quantitative testing 1: Z-score and T-test (Lecture Online) / Group Project Large Dataset Analysis (Groups meet offsite at a mutually agreed time or at class time) / Rowntree 6-7
6-Dec / 13 / Quantitative Testing 2: Correlation Analysis / Group Project Report on Findings from dataset / Rowntree 8
13-Dec / 14 / Student Papers / Student Presentations and Final Paper Due / None
20-Dec / 15 / Final Exam / Take Home Final Exam Due / None
Note Nov. 22 is Thanksgiving and a University Holiday.
Classes highlighted will not meet at NYU as these are either individual or group projects in lieu of class time. Both dates will have online lectures available on Blackboard and should be accessed.
Description of Weekly Assignments
Week(Tues) / Class / Class Topic / Assignment6-Sep / 1 / Introduction to Course and Research / None
13-Sep / 2 / What is research, the scientific method, and what does it have to do with us? / Powell indicates that LIS research is “getting better”. Find two research articles that support or disagree with this position and summarize their arguments for or against this proposition. (1-2pages).
20-Sep / 3 / Case Study: The Chicken Coop / Chicken Coop Case Analysis and Discussion of Case – Read case and questions to be addressed will be presented in the lecture. Answer questions and post or present your conclusions.
27-Sep / 4 / Key Concepts in Information Research / Powell discusses a variety of types or research, i.e., Quantitative vs. Qualitative and Action vs. Evaluative Research. Define and compare with examples each type of research. (2-3 pages.)
4-Oct / 5 / Case Study: 3M Lead User Research / 3M Lead User Research Case Analysis and Discussion of Case - Read case and questions to be addressed will be presented in the lecture. Answer questions and post or present your conclusions.
11-Oct / 6 / Introduction to Research Methods and Designs / Initial Paper Proposal Due – see above guidelines
18-Oct / 7 / Types of Designs and Data / Powell describes qualitative and experimental research in detail. Using Powell’s definitions and description, what type of research is 3M Lead User Research. Do you think Powell would consider it valid research – why or why not? (2- 3 pages)
25-Oct / 8 / Creating a research proposal and a survey instrument / In writing a research proposal, identify and describe each of the key sections of the report and indicate what essential information each section is to convey. (1-2 pages)
1-Nov / 9 / Evaluate and critique a specific research report / Survey Instrument Due -- see above description
8-Nov / 10 / Analysis: Measures of central tendency -- do averages lie? / Basic Dataset Processing – a sample dataset will be distributed and you will be asked to format the data and apply certain basic statistical processes.
15-Nov / 11 / Standard Deviation -- what is and why should we care? / Basic Dataset Processing - a sample dataset will be distributed and you will be asked to format the data and apply certain basic statistical processes.
29-Nov / 12 / Quantitative testing 1: Z-score and T-test / Project Large Dataset Analysis – data findings around academic library trends will be distributed and you will be asked to analyze these data, interpret them, and draw some conclusions.
6-Dec / 13 / Quantitative Testing 2: Correlation Analysis / Project Report on Findings from dataset
13-Dec / 14 / Student Papers / Student Presentations and Final Paper Due
20-Dec / 15 / Final Exam / Take Home Final Exam Due
Note: November 22 is Thanksgiving and a University holiday.
Classes highlighted will not meet at NYU as these are either individual or group projects in lieu of class time. Both dates will have online lectures available on Blackboard and should be accessed.
Estimate of Time by key areas:
Hours
1. In class 28
2. Readings Powell, Rowntree30
3. Preparation for in-class case discussions25
4. Preparation of dataset processing exercises15
5. Preparation for group analysis of Academic Libraries Data10
6. Research and preparation of initial research proposal20
7. Preparation of survey instrument 5
8. Preparation of final research paper15
9. Preparation of research presentation 2
10. Research and completion of final exam 5
Total155
Week / Task / Preparatory / Research / Reading / Writing / In-Class / Total1 / Lecture / 1 / 2 / 3
2 / Lecture / 2 / 2
Readings / 2 / 2
Questions / 2 / 2 / 4
3 / Lecture / 2 / 2
Readings / 2 / 2
Case Study / 1 / 2 / 2 / 1 / 6
Questions / 2 / 2 / 4
Term Paper / 1 / 2 / 3
4 / Lecture / 2 / 2
Readings / 2 / 2
Term Paper / 1 / 2 / 3
Questions / 2 / 2 / 4
5 / Lecture / 2 / 2
Readings / 2 / 2
Case Study / 1 / 2 / 2 / 1 / 6
Term Paper / 1 / 2 / 2 / 5
6 / Lecture / 2 / 2
Readings / 2 / 2
7 / Lecture / 2 / 2
Readings / 2 / 2
Questions / 1 / 1 / 2
Term Paper / 1 / 2 / 3
8 / Lecture / 2 / 2
Readings / 2 / 2
Questions / 1 / 1 / 2
Term Paper / 1 / 2 / 3
9 / Lecture / 2 / 2
Readings / 2 / 2
Term Paper / 1 / 2 / 2 / 5
10 / Lecture / 2 / 2
Readings / 2 / 2
Dataset Exercise / 1 / 1 / 5 / 7
Term Paper / 1 / 2 / 3
11 / Lecture / 2 / 2
Readings / 2 / 2
Dataset Exercise / 1 / 2 / 5 / 8
Term Paper / 1 / 2 / 3
12 / Lecture / 2 / 2
Readings / 2 / 2
Term Paper / 1 / 2 / 3
Large Data Analysis / 1 / 2 / 2 / 5
13 / Lecture / 2 / 2
Readings / 2 / 2
Term Paper / 1 / 2 / 3 / 6
Large Data Analysis / 1 / 2 / 2 / 5
14 / Lecture / 2 / 2
Readings / 2 / 2
Term Paper / 1 / 2 / 2 / 5
15 / Final Exam / 3 / 2 / 5
Totals / 18 / 44 / 30 / 30 / 33 / 155
Estimated Course Time Requirements by Week (in hours).
Appendix – Performance criteria for each type of course assignment.
1. Case Studies – including all in-class group discussions as well as final individual student presentation (Case Analysis Evaluation for Chicken Coop and 3M Lead UserStudy Cases, Individual Research Article Analysis,Large Dataset Group Project, and Student Term Paper Presentation.)
CONTENT – Analysis of the Problem of the Case (Weight 40%)
Above Average / Average / Below AverageOffers own analysis mostly beyond relying on study questions / Some analysis but relies on study questions mostly with competent analysis / Little to no analysis; relies solely on repeating case material
CONTENT – Support of Analysis (Weight 40%)
Above Average / Average / Below AverageGives concrete examples and relevant explanations / Needs more concrete examples and/or relevant support / Selects irrelevant or ineffective examples (or none at all)
ORGANIZATION - Effective, Persuasive Presentation of Conclusions
(Weight 20%)
Above Average / Average / Below AveragePresentation is well organized and logically conveys ideas clearly and strongly / Presentation is organized somewhat logically but inconsistent though main ideas are discernible / Does not create a clear and logical organization -ideas unclear
2. Term Papers – including preliminary proposal, survey instrument, final term paper and final exam.
Grading Rubric for Term Papers / Level / Level / LevelQualities & Criteria / Poor/Developing / Good/Competent / Excellent/Exemplary
Format/Layout / Follows poorly the requirements related to format and layout. / Follows, for the most part, all the requirements related to format and layout. Some requirements are not followed. / Closely follows all the requirements related to format and layout.
Presentation of the text
Structuring of text
Follows requirements of length, font and style
(Weight 5%)
Content/Information / The essay is not objective and addresses poorly the issues referred in the proposed topic. The provided information is not necessary or not sufficient to discuss these issues. / The essay is objective and for the most part addresses with an in depth analysis most of the issues referred in the proposed topic. The provided information is, for the most part, necessary and sufficient to discuss these issues. / The essay is objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information is necessary and sufficient to discuss these issues.
All elements of the topics are addressed
The information is technically sound
Information based on careful research
Coherence of information
(Weight 50%)
Quality of Writing / The essay is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The essay is badly organized, lacks clarity and/or does not present ideas in a coherent way. / The essay is well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. / The essay is well written from start to finish, without spelling, grammar or use of English errors. The essay is well organized, clear and presents ideas in a coherent way.
Clarity of sentences and paragraphs
No errors and spelling, grammar and use of English
Organization and coherence of ideas
(Weight 10%)
References and use of references / Most of the references used are not important, and/or are not of good/scholarly quality. There is not a minimum of 4 scholarly resources, and/or they are not used effectively in the essay. References are not effectively used, and/or correctly cited and/or correctly listed in the reference list according to APA style. / Most of the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are for the most part used effectively in the essay. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. / All the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are used effectively in the essay. All the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.
Scholarly level of references
How effective the references are used in the essay
Soundness of references
APA style in reference list and for citations
(Weight 35%)
Note: Overriding criterion - 0riginality and authenticity.If the paper is identified as not being original, and/or not done by the student, the instructor has the right to grade the paper as an F.
3. Grading of data display exercises
Data Display Exercises Rubric
PointsFrequency Distribution / Yes (1) / No (0)
Clear Title
Clear category labels and/or legend
Overall appearance/neatness
Histogram or Pie Chart / Yes (1) / No (0)
Clear Title
Includes all axes/legends labels
Clear category/axes/legend labels
Overall appearance/neatness
Professionalism / Good (3) / Fair (2) / Poor (0)
Overall appearance/neatness
Total Points (available) / 10
4. Class Participation – levels of participation in class discussions.
Class Participation
6: A student receiving a 6 comes to class prepared; contributes readily to the
conversation but doesn’t dominate it: makes thoughtful contributions that
advance the conversation; shows interest in and respect for others’ views;
participates actively. (Letter grade equivalent: A).
5: Comes to class prepared and makes thoughtful comments when called upon,
contributes occasionally without prompting: shows interest in and respect for
others’ views. A 5 score may also be appropriate to an active participant whose
contributions are less developed or cogent than those of a 6 but still advance the
conversation. (Letter grade equivalent: B+ to A-).
4-3: Two types of students occur in this range. The first type of student is one
who participates in discussion, but in a way that is not fully productive. Such
students may dominate the discussion, make rambling or tangential
contributions, interrupt the discussion with digressive questions, or bluff their way
when unprepared. The other type of student comes to class prepared, but does
not voluntarily contribute to discussions or makes only minimal comments when
drawn into the discussion. Despite this, these students generally show interest in
the discussion and listen attentively. (Letter grade equivalent: B- to B)
2-1: Students in this range often seem on the margins of the class and may
have a negative effect on the participation of others. Students receiving a
2 often don’t participate because they haven’t read the material or done
the homework. Students receiving a 1 may be actually disruptive,
radiating negative energy via hostile or bored body language, or be overtly
rude. My expectation is that no students will receive this rating in FS/FW553.
(Letter grade equivalent: D to C+).
0: Students receiving a 0 are not attending class. If one does not attend, one can
not participate. (Letter grade equivalent: F).
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