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

  1. 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.

  1. 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

  1. 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.

  1. 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 Text
6-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 / Assignment
6-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 / Total
1 / 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 Average
Offers 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 Average
Gives 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 Average
Presentation 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 / Level
Qualities & 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

Points
Frequency 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).

LIS 514 Fall 2012Page 1