INFO 289 ePortfolio – Dr. Patricia Franks
SJSU School of Information / Fall 2015
Patricia Ayame Thomson
Competency L
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
Information professionals in the 21st century are concerned with providing user-centered services and programs to library patrons. In order for information professionals to provide the best library services and programs to its members, it is necessary to study and investigate the specific information needs of the demographic groups in the community. Thus, the ability to design a research project and analyze the results is a fundamental and necessary skill for information professionals to possess. In light of new facts, revised library practices can be applied to enhance and improve the current library services and programs.
For example, the ability to examine and analyze circulation numbers of a particular library collection is a helpful tool for information professionals. In addition, information professionals are frequently asked to tabulate the number of reference questions, patron visits, satisfaction surveys, and other information gathering activities. As a result, the information professional should have a basic understanding of the fundamental research methods and measurable strategies most often used in the field of library and information science (LIS).
Quantitative Methods
In order to prepare for the San José State University’s, School of Library and Information Science program, I took a statistics course at the Santa Monica City College. In the statistics course, I learned that the data is collected, analyzed, and reported in numerical form—thus the term quantitative. Next, a formal hypothesis is tested and either proven to be accepted (fail to reject) or rejected.
In the quantitative research method, the design process is rather straightforward and fast in that once the data is aggregated and analyzed, the validity can be checked by highly regarded and well established criteria. The goal of a quantitative study is to obtain a generalized number (or percentage) of the entire population based the results of a smaller sample size.
For example, quantitative studies are useful if the researcher needs to find results of quantifiable statistics such as age, race, and gender. However, the weakness of the quantitative study is that the results do not provide further descriptions, nuances, or in-depth information about the subject or participant(s) beyond a quantifiable expression. Below are two quantitative research methods mentioned in Creswell’s (2014) book,
- Survey research – “provides a quantitative or numeric description of trends, attitudes or opinions of a population by studying a sample of that population” (p. 13).
- Experimental research – “seeks to determine if a specific treatment influences an outcome” (p. 13).
Qualitative Methods
The qualitative inquiry approach is useful when the researcher needs to find out information about the cultural and sociological aspects of the targeted demographic group. In the qualitative method, the researcher asks open-ended questions to investigate the subject in more depth and gather data that is not quantifiable. For example, focus groups, ethnographic observations, participatory action research, key informant interviews, and discourse analysis are all legitimate methods of conducting qualitative research.
Compared to the rather clear-cut design and purpose of the quantitative method, the qualitative method takes more time, effort, and participation to design and execute—both on the part of the researcher and participant(s). Additionally, in the qualitative method, there is no exact way to verify the data by applying well established standards and verifiable equations as in quantitative studies.
There are various types of qualitative methods used in the field of library and information science (LIS). Creswell’s (2014) descriptions of qualitative research designs are listed below.
- Narrative research – “is a design of inquiry from the humanities in which the researcher studies the lives of individuals and asks one or more individuals to provide stories about their lives” (p. 13).
- Phenomenological research – “is a design of inquiry coming from philosophy and psychology in which the researcher describes the lived experiences of individuals about a phenomenon as described by participants” (p. 14).
- Grounded theory – “is a design of inquiry from sociology in which the researcher derives a general, abstract theory of a process, action, or interaction grounded in the views of participants” (p. 14).
- Ethnography – “is a design of inquiry coming from anthropology and sociology in which the researcher studies the shared patters of behaviors, language, and actions of an intact cultural group in a natural setting over a prolonged period of time” (p. 14).
- Case studies – “are a design of inquiry found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a case, often a program, event, activity, process, or one or more individuals” (p. 14).
Mixed Methods Designs
The mixed methods design is a rather recent practice in library and information science (LIS) and started around the mid to late 1980s. The mixed methods design is an integration or combination of the quantitative and qualitative research design. The reason for combining both the quantitative and qualitative methods is to get a more comprehensive result of the inquiry under investigation. There are strengths and weaknesses in both quantitative and qualitative research methods when used separately, but using a combination of both yields greater insight and well-rounded results.
In the following, listed are Creswell’s (2014) three primary mixed methods research designs.
- Convergent parallel mixed methods – “is a form of mixed methods design in which the researcher converges or merges quantitative and qualitative data in order to provide a comprehensive analysis of the research problem” (p. 15).
- Explanatory sequential mixed methods – “is one in which the researcher first conducts quantitative research, analyzes the results and then builds on the results to explain them in more detail with qualitative research. (p. 15).
As information professionals it is imperative to have the ability to design and conduct a quantitative, qualitative, or mixed methods research design. As a result, I believe I am familiar with and able to utilize the various research methods most often used in the field of library and information science. As Creswell (2014) states, “The worldviews, the designs, and the methods all contribute to a research approach that tends to be quantitative, qualitative, or mixed” (p. 17).
Evaluation and Synthesis
The results of the quantitative studies are relatively easy to produce and verify with statistical software programs, since it is a numerical and empirical outcome. On the other hand, it is more complex to analyze and verify the data collected from a qualitative research method which is in verbal form. Creswell (2014) suggests, “A final step in data analysis involves making an interpretation in qualitative research of finding or results. Asking, ‘what were the lessons learned?’ captures the essence of this idea” (p. 200).
Triangulation
Among other validity strategies, Creswell (2014) describes the triangulation method as one that is easy to implement and frequently used. The triangulation method provides many checkpoints for researcher to analyze and verify the results. Essentially, the triangulation method investigates evidence from various sources of data and constructs a logical reason for the pattern or theme that emerges from the study. “If the themes are established based on converging several sources of data or perspectives from participants, then this process can be claimed as adding to the validity of the study” (Creswell, 2014, p. 201).
Three Artifacts Presented as Evidence for Competency L
I respectfully submit three artifacts as evidence of my competency for Competency L.
First Artifact
LIBR-285 – Research Methodology
The first artifact is from the LIBR 285—Research Methods in Library and Information Science at the San José State University’s, School of Library and Information Science program. Dr. Mary Somerville instructed us to write a literature review for the peer-reviewed article, “Using a Mixed Methods Approach to Identify Health Concerns in an African American Community” from the publication American Journal of Public Health.
The purpose for the mixed methods research project was aimed at identifying the most pressing health concerns in the African-American community in West Philadelphia. The study has three sequential phases using mixed methods of quantitative and qualitative methods including nine focus groups (qualitative), key informant interviews (qualitative), and a telephone survey (quantitative).
For qualitative methods such as focus groups and key informant interviews, the research was an inductive process so that the patterns and relationships emerged as the study unfolded. In the final data analysis phase, the researchers used the grounded theory to code the qualitative data to illicit the key health concerns of the community.
Based on the mixed methods study, the researchers discovered that a major overlap existed between primary health concerns. The results from the focus groups and key informant interviews primarily cited cancer and cardio-vascular disease as their primary health concern. On the other hand, the respondents of the telephone community health surveys (CHS) indicated that STD, obesity, and substance abuse was their primary concerns and requested intervention.
Although using the quantitative and qualitative methods alone has its inherent limitations, the researchers reported that the study using mixed methods was successful in identifying the most prevalent health concerns in the African American community in West Philadelphia. I decided to include this artifact as evidence of my understanding about quantitative, qualitative, and mixed methods research designs. In addition, this literature review also demonstrates my ability to evaluate and synthesize research literature. In the future, I will be able to design and conduct studies using any of the research methodologies prevalent in the field of library and information (LIS) science and analyze the data gathered competently.
Second Artifact
LIBR-285 – Research Methodology
The second artifact is from the course LIBR 285—Research Methods in Library and Information Science at the San José State University’s, School of Library and Information Science program. For this assignment, Dr. Mary Somerville instructed us to write a literature review on Cramer’s (2008) article comparing and evaluating seven different scholarly papers about Hispanic library services throughout the United States.
According to Cramer (2008), one of the most common themes across all seven articles focused on the Spanish language collection, development, programming, management, and outreach to the Latino community. The article reveals another salient recommendation that before launching a Hispanic services program, it is important to know and understand the local Hispanic community and their culture. Subsequently, the article mentions the usefulness of a strategic plan to survey the area and design a research project to fill the specific needs of the local Latino community.
In addition, Cramer’s (2008) article cites from the American Library Association’s (ALA), Reference and User Services Association (RUSA)’s report “Guideline for Library Services to Spanish Speaking Library Users” (2007). One of the most important challenges mentioned in the RUSA’s report is that Latino communities have varying degrees of language skills and competencies in both Spanish and English. As a result, “Libraries should provide appropriate and culturally relevant materials at a level that meets the needs and interest of the various user groups represented in the communities” (RUSA, 2007, p. 195).
I included this artifact to demonstrate my competency of evaluating qualitative studies, as well as my ability to synthesize research literature.
Third Artifact
LIBR-285 – Research Methodology
The third artifact is from the course LIBR 285—Research Methods in Library and Information Science at the San José State University’s, School of Library and Information Science program. For this assignment, Dr. Mary Somerville instructed us to create a participatory action research proposal. I decided to develop a hypothetical research project between the North Carolina Library Association (NCLA), Carolina Chapter of REFORMA (Association for the Promotion of Library Services and Information to Latinos and Spanish-speaking), and the Lake Park Public Library in Union County, North Carolina.
The purpose of the participatory action research was to identify the information needs and concerns of the Latino immigrant population in the community and decide on a plan of action to help facilitate integration and improve the lives of the marginalized population. Union County is one of the four counties in North Carolina experiencing a surge of the Latino immigrants (Cramer, 2008, p. 53). The participatory action research will explore and build upon the Spanish-speaking services and programs currently offered at the Lake Park Library.
The participatory action design is divided into the following sections: introduction, literature review, purpose of the study, methodology, data collection, and data analysis. This action research project uses an exploratory approach to examine the current library programs offered at the Lake Park Library followed by a qualitative study. For the qualitative study, data was collected from informants of the targeted Spanish-speaking immigrant group in the form of semi-structured interviews including twenty open-ended questions.
The grounded, constant comparative analysis and narrative approach was used to analyze the data. Overall, the participatory research project is intended to be a rewarding experience for all the participants involved. I decided to include this artifact as evidence of my competency, since this artifact demonstrates my ability to design a participatory action research proposal using qualitative and quantitative mixed-methods design.
Conclusion: Quantitative, Qualitative, and Mixed Methods
In conclusion, the quantitative method is useful when the researcher is looking for empirical, numerical, and verifiable results. On the other hand, qualitative methods such as focus groups, semi-structured informant interviews, and open-ended questioning styles facilitate identification of the specific needs and concerns of particular demographic group. About open-ended questioning Creswell (2014) states that “It promotes the use of questions that address treating individuals respectfully through gathering and communicating data collection and through reporting results that lead to changes in social processes and relationships” (p. 71).
Since there are inherent strengths and weaknesses in both qualitative and quantitative methods, the mixed methods design incorporates the use of both methods to produce a more comprehensive intersection of results. The qualitative method provides insight and in-depth understanding of the inquiry in question. In addition, the information professional can use a quantitative study to enhance verification and credibility to the study.
As an information professional, I believe I have mastered the fundamental research methods most often used in the field of Library and Information Science (LIS). Regarding future applications, I feel confident that I can design, conduct, evaluate, and analyze the data regardless of the qualitative, quantitative, or mixed methods approach.
References:
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. 4th Ed. Thousand Oaks, CA: SAGE Publications.
ALA RUSA: Guideline for Library Services to Spanish Speaking Library Users