For the past couple of weeks, I have been working on my final project. I chose to go the route of creating a youth program utilizing the CATE OBPE model. Although parts of my paper have already been formed for the research proposal option, I felt that I would learn more from endeavoring to truly understand the OBPE model. Librarians play many roles in a library, something that not many people outside of the Library world can truly appreciate. However, in order to fulfill these diverse roles, one must learn a diverse amount of library information. I chose this particular genre of research because of the focus on youth - as I hope to become a children's librarian at some point. One of the many hats a children's librarian wears, is the hat of children's program creator and director. Therefore, learning and applying the CATE OBPE model seemed the logical direction for me to take. Additionally, my focus thus far has been on Summer Library Reading Programs (SLRP's), which is a first step for this paper. So, I took what I learned from the previous assignments on SLRP's and applied that information in order to create a more successful program using the CATE OBPE model. In fact, I enjoyed creating a SLRP, and now feel more confident that I can impact youth services through this new information coupled with my new understanding of research design and methodology.
There is an interesting point about the OBPE method that I would like to expound on. One aspect of the CATE OBPE model is to gather information. This can be conducted through surveys and focus groups, and gathering the data qualitatively and/or quantitatively. However, as I was reading through the examples that the book gave, as well as creating my own information gathering methods, I discovered that surveys and focus groups would most likely require honing through trial and error. This is similar to conducting action research on one's own information gathering methodology. Ultimately, nothing is perfect - although we strive for this perfection - and can be changed over time. Admitting this point is key to ensuring that change can and will be done to keep furthering the children's programs. I do believe that this type of 'action research' would be akin to the evaluation step described in the CATE OBPE model.
I was recently sent an email to my gmail account that I use specifically for library school and librarian related information, regarding a research grant. I skimmed the email very briefly, only to be reminded about it in the online D2L forums. So, I figured that I would revisit the grant, and endeavor to understand what it was about and if it related to this course in research. Sure enough, it proved to be everything it was made out to be. Essentially, it's a grant to encourage small scale research projects related to the YALSA agenda. The proposal is supposed to be approximately 1-2 pages, and include the following elements:
a. Title
b. Objectives
c. Problem Statement/Questions to be Answered
d. Methodology, including how data will be collected and analyzed.
e. Significance of the project, in light of previous research.
f. Projected timeline (Project should be completed within a 12 to 18 month period, and a report filed with YALSA within six months of completion of the study.)
g. Indicate the way that the money will be used.
h. Brief biographical data on researcher on a separate sheet, with contact information including e-mail, as well as the researcher's ALA membership number.
Many of these steps are explained directly in the Creswell book, as well as some pointing to information I have recently read in the book describing the CATE OBPE model. My only 'problem' with the entire proposal is the length requirement. How one can fit so much vital information in 1 - 2 pages, is beyond me. However, it was certainly interesting to see the research process in play. The following is the link for the grant: http://www.ala.org/yalsa/awardsandgrants/franceshenne
In conclusion to my research journal, and as I look to the future, I feel that I have come to the point where I am now have the ability to truly understand libraries better through secondary and primary research. Furthermore, I feel more qualified knowing that I have the basics to potentially apply and conduct the various research methods I have learned over the semester to help further and facilitate a stronger library system.
Sunday, November 27, 2011
Sunday, November 20, 2011
CATE OBPE
This week I began reading Dynamic Youth Services through Outcome-Based Planning and Evaluation, an ALA publication on the CATE OBPE programming model. As I'm reading, I'm trying to see if this type of outcome-based planning has been utilized in my own local library, in addition to considering how I could apply this model for my final project. Presently, I'm about two-thirds of the way through the book, and have thus far discovered many connections to material that I've learned in library school.
One such connection is in reference to how outcomes are measured, discussed on page 9. "One important difference between inputs and outputs, on the one hand, and outcomes, on the other, is that inputs and outputs are most frequently measured quantitatively, whereas outcome measures are some quantitative but often qualitative". I happily discovered that I understood immediately what the differences were in reference to the two types of measurements and two types of research design methods. Reading the Creswell book, as well as published literature on research design, really gave me a comprehensive understanding of qualitative and quantitative methods. Sometimes, when one is 'tested' in the real world, one can truly know if one understood the material learned. This is definitely how I feel at this point.
The most interesting point that relates to the course material on research design, is the aspect of action research corresponding to the interactive model of OBPE. The Project CATE Outcome-Based Planning and Evaluation Model is very similar to action research in the sense that it is continuously being re-evaluated and evolves over time. When I think of action research, I find it most helpful to think of the spiral diagram and the article I read on action research: Gordon, C. A. (2008). A never-ending story: Action research meets summer reading. Knowledge Quest, 37(2), 64-41. This particular piece of literature showed me how action research works practically, and is helping me understanding the ever evolving OBPE model as well. Once a program is implemented based on the CATE OBPE model, it requires re-assessment and thereby remodeling as time goes on. Factors that assisted in the creation of the program may change over time, thus necessitating the reassessment.
Another aspect I found fascinating was in relation to youth and parental permission, which coincides with the recent reading in Representing Youth. The authors of Dynamic Youth Services discuss how a parent or guardian needs to give permission for a child to participate in a study. Of course, this is the idea of potential gatekeepers in play, as well as our IRB training. However, what the authors focused on was that this permission only need to be given in "extraordinary evaluation study". Children who "filled out program evaluations and voluntarily answered questions about how they used the library as part of the library's ordinary responsibility of getting input from the public". However, when children were videoed, even though the videos were only shown to library staff, parent consent was necessary. Somehow, the informal atmosphere of the first method of information gathering did not qualify as an "extraordinary evaluation study", and thereby did not need informed parental consent. I was previously unaware that there was a difference, and wonder how the library came to this conclusion. However, I do see the merits in the informal evaluations as not requiring parental permission.
The last connection I discovered while reading this book on the OBPE model, was how much my 204 management class will come into play if spearheading such a program. Although the professor I had for 204 unfortunately did not connect much of our material to libraries, I can now see how to apply the managing information to creating and implementing a CATE OBPE type of program. For instance, page 54 brings up the topic of "developing a culture of evaluation" in order to even begin to develop an Outcome-Based Planning and Evaluation Project. One suggestion presented by the authors to help staff feel comfortable with an evaluation, is to begin with a Level I project. This is simple to implement and easy to understand and therefore will bolster confidence among workers and inspire them to want to try something more difficult, such as a Level II or Level III project. A good manager understands the need to get one's employees on board, and this is such a case. Another idea brought up in the book to reinforce confidence among staff is to present previously published literature of successful CATE OBPE projects in other libraries.
One such connection is in reference to how outcomes are measured, discussed on page 9. "One important difference between inputs and outputs, on the one hand, and outcomes, on the other, is that inputs and outputs are most frequently measured quantitatively, whereas outcome measures are some quantitative but often qualitative". I happily discovered that I understood immediately what the differences were in reference to the two types of measurements and two types of research design methods. Reading the Creswell book, as well as published literature on research design, really gave me a comprehensive understanding of qualitative and quantitative methods. Sometimes, when one is 'tested' in the real world, one can truly know if one understood the material learned. This is definitely how I feel at this point.
The most interesting point that relates to the course material on research design, is the aspect of action research corresponding to the interactive model of OBPE. The Project CATE Outcome-Based Planning and Evaluation Model is very similar to action research in the sense that it is continuously being re-evaluated and evolves over time. When I think of action research, I find it most helpful to think of the spiral diagram and the article I read on action research: Gordon, C. A. (2008). A never-ending story: Action research meets summer reading. Knowledge Quest, 37(2), 64-41. This particular piece of literature showed me how action research works practically, and is helping me understanding the ever evolving OBPE model as well. Once a program is implemented based on the CATE OBPE model, it requires re-assessment and thereby remodeling as time goes on. Factors that assisted in the creation of the program may change over time, thus necessitating the reassessment.
Another aspect I found fascinating was in relation to youth and parental permission, which coincides with the recent reading in Representing Youth. The authors of Dynamic Youth Services discuss how a parent or guardian needs to give permission for a child to participate in a study. Of course, this is the idea of potential gatekeepers in play, as well as our IRB training. However, what the authors focused on was that this permission only need to be given in "extraordinary evaluation study". Children who "filled out program evaluations and voluntarily answered questions about how they used the library as part of the library's ordinary responsibility of getting input from the public". However, when children were videoed, even though the videos were only shown to library staff, parent consent was necessary. Somehow, the informal atmosphere of the first method of information gathering did not qualify as an "extraordinary evaluation study", and thereby did not need informed parental consent. I was previously unaware that there was a difference, and wonder how the library came to this conclusion. However, I do see the merits in the informal evaluations as not requiring parental permission.
The last connection I discovered while reading this book on the OBPE model, was how much my 204 management class will come into play if spearheading such a program. Although the professor I had for 204 unfortunately did not connect much of our material to libraries, I can now see how to apply the managing information to creating and implementing a CATE OBPE type of program. For instance, page 54 brings up the topic of "developing a culture of evaluation" in order to even begin to develop an Outcome-Based Planning and Evaluation Project. One suggestion presented by the authors to help staff feel comfortable with an evaluation, is to begin with a Level I project. This is simple to implement and easy to understand and therefore will bolster confidence among workers and inspire them to want to try something more difficult, such as a Level II or Level III project. A good manager understands the need to get one's employees on board, and this is such a case. Another idea brought up in the book to reinforce confidence among staff is to present previously published literature of successful CATE OBPE projects in other libraries.
Tuesday, November 15, 2011
Controversial Topics and Children's Programs
When I'm really into a class and it's subject, I tend to 'accidentally' see the topic everywhere. This is akin to learning a new word, and it suddenly pops up everywhere in daily life. Yesterday I had an awful stomach virus, and spent most of my day on the couch sleeping and watching old flicks. An old favorite of mine is A Knight's Tale with Heath Ledger who plays Sir Orrick. In Sir Orrick's entourage is a female blacksmith among the four other males. After a particularly difficult episode between Sir Orrick and his love, the entourage was standing together commenting on what had happened. One of the men said: "Women! Hey?" He was standing right next to the female blacksmith and essentially talking to her. For a moment, she was such an 'insider' to the male group that her status as the "least-gender" was suddenly overlooked. In the movie she gives the man who made the comment a dirty look, however as a researcher, such a comment shows how she had achieved a helpful rapport with the other men.
Respecting Youth is a really wonderful compilation of research on youth. Most of the chapters we have read thus far have been related to ethnographic designs; personal stories laced with useful information on youth. I'm finding that this is really giving me a feel for how ethnography works, and I have come to respect this type of design in relation to studies on children. I believe that ethnography really assists a researcher in understanding youth from a child's vantage point. Making oneself into a "least-adult" also allows for a researcher to study children from a "least-adult" point of view.
The last few chapters assigned to us addressed some more controversial topics, yet concepts necessary for truly understanding methodological issues in youth studies: race, gender, and homosexuality. I think that the foremost idea that I learned from these chapters is that these types of topics need to be realized and thereby addressed by the researcher. Similar to memory and youth, the differences between race, gender, and sexual preferences, can affect how the researcher conducts and concludes a study. Sometimes, people tend to ignore any type of controversy, as avoiding conflict is certainly simpler than facing it head on. However, the idea here is that this is not possible when conducting research. There are undertones and overtones of these topics, and accepting and addressing their existence is a key factor in good research.
Although I was sick this week, I attended a children's program at my local library in order to write my program observation and evaluation paper. As a mother of three with one on the way, and the oldest of six siblings, there is a lot about children that I understand. However, I have also learned that there is so much to learn about children and their behavior. I graduated with a Bachelor's in Psychology and I took a few of the required child development classes.They taught me a lot about children, and the reasoning behind their behavior. While I was at the children's story-time program today, I noticed a few things about the children there that I felt could be better understood if I was more educated in child psychology and child development. As a youth researcher, I sincerely believe that taking general classes on child behavior would be vital in helping to understand children in a study.
Now that my small paper is mostly completed, and my group discussions are winding up, I can finally focus on my final project. Although I haven't completely decided yet, I think I would like to endeavor to write the paper on designing a youth program. It's challenging due to the time crunch, especially because of the bunched up assignments and the early due date. However, it seems fascinating and interesting. Our next book Dynamic Youth Services, is an integral component to this assignment, and is assigned to be read from now until the end of the semester.
Respecting Youth is a really wonderful compilation of research on youth. Most of the chapters we have read thus far have been related to ethnographic designs; personal stories laced with useful information on youth. I'm finding that this is really giving me a feel for how ethnography works, and I have come to respect this type of design in relation to studies on children. I believe that ethnography really assists a researcher in understanding youth from a child's vantage point. Making oneself into a "least-adult" also allows for a researcher to study children from a "least-adult" point of view.
The last few chapters assigned to us addressed some more controversial topics, yet concepts necessary for truly understanding methodological issues in youth studies: race, gender, and homosexuality. I think that the foremost idea that I learned from these chapters is that these types of topics need to be realized and thereby addressed by the researcher. Similar to memory and youth, the differences between race, gender, and sexual preferences, can affect how the researcher conducts and concludes a study. Sometimes, people tend to ignore any type of controversy, as avoiding conflict is certainly simpler than facing it head on. However, the idea here is that this is not possible when conducting research. There are undertones and overtones of these topics, and accepting and addressing their existence is a key factor in good research.
Although I was sick this week, I attended a children's program at my local library in order to write my program observation and evaluation paper. As a mother of three with one on the way, and the oldest of six siblings, there is a lot about children that I understand. However, I have also learned that there is so much to learn about children and their behavior. I graduated with a Bachelor's in Psychology and I took a few of the required child development classes.They taught me a lot about children, and the reasoning behind their behavior. While I was at the children's story-time program today, I noticed a few things about the children there that I felt could be better understood if I was more educated in child psychology and child development. As a youth researcher, I sincerely believe that taking general classes on child behavior would be vital in helping to understand children in a study.
Now that my small paper is mostly completed, and my group discussions are winding up, I can finally focus on my final project. Although I haven't completely decided yet, I think I would like to endeavor to write the paper on designing a youth program. It's challenging due to the time crunch, especially because of the bunched up assignments and the early due date. However, it seems fascinating and interesting. Our next book Dynamic Youth Services, is an integral component to this assignment, and is assigned to be read from now until the end of the semester.
Wednesday, November 9, 2011
Memory
Well, I finally spoke to someone at the CDC in regards to the random survey letter they sent out notifying participants of their voluntary immunization telephone survey. Although I was happy to help such an important institution, I was also curious to analyze their research survey. Here are some of my observations. Firstly, I was told that the survey should take about 15 minutes, when in essence it took about 23 minutes in total. I found this particularly disturbing because I thought that the woman who I was speaking with spoke extremely fast; this was a unique experience coming from someone who was constantly reminded by her entire family throughout high school to slow down and speak slower. Another item I didn't appreciate was that most of the questions did not pertain to my 3 year old's actual immunizations, even though the CDC's letter did state that this would happen to a certain extent. I felt misinformed. Some of the aspects that I did appreciate was the fact that at the very beginning, I was clearly told that this was voluntary, that the information I provided would be protected, and that everything was being recorded. Also, the phone survey allowed me to ask certain questions to be clarified by a real person, whereas in a written survey the participant does not have the ability to do this and may answer incorrectly without meaning to. Overall, I found the survey to be a great learning experience in regards to research surveys.
One of the focuses in Representing Youth this week was the idea of how memory affects a researcher, particularly when it comes to studying children. This is because most people endeavor to relate to what they are researching, and the way that this is done is through memories of one's past childhood. In fact, the author states in chapter 10 that "when I heard Mallory describe her thinking process about buying clothes - that when you go into a store, whether you have the money or not, you might buy something - I invoked memories of my contrasting adolescence". (p. 262) Then she states that "her defense... [was] a reflection of how invisible her privilege was to her". (p. 262) Although I can truly relate to this idea, and definitely agree with it, I did find one aspect sorely missing from the overall chapter. Memory causes bias! I was unsure as to why she hadn't discussed this topic, since it's clear to me from the aforementioned case that not only did memory play an integral role in understanding Mallory, it also created a bias in understanding where Mallory was coming from. I think that an important element in researching anything, and especially youth where memory plays such a huge part, is that one has to realize that they are somewhat biased and to try to remove that bias as best as possible.
The chapter on lurking as an ethnographic method of research was particularly interesting. Last Spring semester I took a course on Web 2.0 with Lori Bell that I absolutely loved. She really educated us well in the vast realm of new social media, and one topic we covered was 'lurking'. We learned how lurkers were important to online communities, however did not contribute much in the way of socialization for others. Learning about lurking in the spring really helped me understand this chapter much better than I would have otherwise.
This week we've been focusing on posting our initial long ideas and also commenting on other classmates' ideas on gatekeepers and least-adults. Once again I feel frustrated with the lack of contribution by certain team members. Of course, at the beginning I also was unable to focus on my literature review and contribute my long initial post to the forum. However, there always seems to be those that are motivated to contribute and discuss ideas, and others that are not. Understanding that people are so different, is another great thing to keep in mind when conducting research. Although the sky may look light blue to me, my friend may call it light turquoise. Personalities play a large role in how things are done and perceived.
One of the focuses in Representing Youth this week was the idea of how memory affects a researcher, particularly when it comes to studying children. This is because most people endeavor to relate to what they are researching, and the way that this is done is through memories of one's past childhood. In fact, the author states in chapter 10 that "when I heard Mallory describe her thinking process about buying clothes - that when you go into a store, whether you have the money or not, you might buy something - I invoked memories of my contrasting adolescence". (p. 262) Then she states that "her defense... [was] a reflection of how invisible her privilege was to her". (p. 262) Although I can truly relate to this idea, and definitely agree with it, I did find one aspect sorely missing from the overall chapter. Memory causes bias! I was unsure as to why she hadn't discussed this topic, since it's clear to me from the aforementioned case that not only did memory play an integral role in understanding Mallory, it also created a bias in understanding where Mallory was coming from. I think that an important element in researching anything, and especially youth where memory plays such a huge part, is that one has to realize that they are somewhat biased and to try to remove that bias as best as possible.
The chapter on lurking as an ethnographic method of research was particularly interesting. Last Spring semester I took a course on Web 2.0 with Lori Bell that I absolutely loved. She really educated us well in the vast realm of new social media, and one topic we covered was 'lurking'. We learned how lurkers were important to online communities, however did not contribute much in the way of socialization for others. Learning about lurking in the spring really helped me understand this chapter much better than I would have otherwise.
This week we've been focusing on posting our initial long ideas and also commenting on other classmates' ideas on gatekeepers and least-adults. Once again I feel frustrated with the lack of contribution by certain team members. Of course, at the beginning I also was unable to focus on my literature review and contribute my long initial post to the forum. However, there always seems to be those that are motivated to contribute and discuss ideas, and others that are not. Understanding that people are so different, is another great thing to keep in mind when conducting research. Although the sky may look light blue to me, my friend may call it light turquoise. Personalities play a large role in how things are done and perceived.
Thursday, November 3, 2011
Gatekeepers and Least-Adults
According to the chapter in Amy Best's book about youth and research, putting oneself in a 'least-adult' type of position while conducting research, yields better and more in-depth results. The chapter was written from the point of view of an ethnographic researcher who places herself in a kindergarten and first grade school setting over two semesters in a foreign school. She describes her experiences as a least-adult, and how she felt she accomplished this role. Her descriptions reminded me of my years spent as a camp counselor. As a pre-teen and teenager, I spent many summers working in summer camps with young girls of varying ages. I hoped to make their summers fun and exciting, without too much structure and stress. As a kid I personally felt that sometimes camp could be almost as rigid as school, and wanted to avoid that issue. Reading about the concept of a least-adult brings me back to those times because in essence, I tried very hard to put myself in that position. However, since I was the older counselor or perhaps even only counselor at times, I didn't have the luxury of maintaining that status consistently. Therefore, although in some instances I successfully integrated as more of a peer among the campers, for the most part they viewed me as a someone who was on a higher rung hierarchically.
One point that I thought was extremely insightful in the Amy Best book, was the fact that children are their own gatekeepers on a certain level. This concept made me smile. As a mother of three kids, I can certainly see how this is true. To a certain extent, this is true for every person - young and old. Everyone has the ability to be their own gatekeepers, children notwithstanding. I suppose that their young age throws off the average adult in thinking that they might have this potential, however, it's truly not surprising. Even my little three year old makes decisions to include me or not when playing.
There was a recent discussion in reference to narrowing or broadening the topic for our literature reviews. I found myself empathizing with the dilemma, because when writing papers, I find that there are always more resources and great information to make the research even more complete. However, Joanne mentioned that there is a point that one has to decide to just stop. For my 200 class I wrote a comprehensive paper on Jewish libraries during the Holocaust, and the relating censorship and book burning by the Nazi's. The amount of knowledge that I could have included in that paper never ended. However, I had a certain word requirement and knew that if I became too broad in my topic and information, I would lose my audience. Keeping that in mind will certainly help me write the literature review correctly.
I went through the King Library's literature review slide presentation, something I found extremely helpful. One aspect that I'm somewhat embarrassed to admit, is the fact that I didn't realize that writing this type of literature review is in actuality different than the literature review one finds in a research article. Some great ideas that were covered are as follows: Be sure that the paper synthesizes key theories and results. Describe, evaluate, and critique many resources. Discuss how the topic has evolved and made a difference. The presentation also reminded me of an important writing point - that my paper should contain an introduction, a body, and a conclusion. When I was in high school, we learned how to write a "five paragraph thesis", which essentially taught us how to set up these three aspects of a paper. I'm constantly utilizing this concept when writing papers.
The introduction should include some important points. 1)Provide context and reason for reviewing the literature chosen. 2) Find these points: overall trends? conflicting theories? gaps in the research? new perspectives? a single problem? 3) State the reason for reviewing the literature, and explain the criteria used in analyzing the literature and explain how the facts have been organized. In other words, describe the scope chosen - why certain ideas have or haven't been included. The body should be organized; and I've chosen to organize thematically. Lastly, the conclusion should summarize important parts, discuss any flaws or gaps, and present insight into the overall topic. These guidelines will prove extremely useful when organizing my paper.
One point that I thought was extremely insightful in the Amy Best book, was the fact that children are their own gatekeepers on a certain level. This concept made me smile. As a mother of three kids, I can certainly see how this is true. To a certain extent, this is true for every person - young and old. Everyone has the ability to be their own gatekeepers, children notwithstanding. I suppose that their young age throws off the average adult in thinking that they might have this potential, however, it's truly not surprising. Even my little three year old makes decisions to include me or not when playing.
There was a recent discussion in reference to narrowing or broadening the topic for our literature reviews. I found myself empathizing with the dilemma, because when writing papers, I find that there are always more resources and great information to make the research even more complete. However, Joanne mentioned that there is a point that one has to decide to just stop. For my 200 class I wrote a comprehensive paper on Jewish libraries during the Holocaust, and the relating censorship and book burning by the Nazi's. The amount of knowledge that I could have included in that paper never ended. However, I had a certain word requirement and knew that if I became too broad in my topic and information, I would lose my audience. Keeping that in mind will certainly help me write the literature review correctly.
I went through the King Library's literature review slide presentation, something I found extremely helpful. One aspect that I'm somewhat embarrassed to admit, is the fact that I didn't realize that writing this type of literature review is in actuality different than the literature review one finds in a research article. Some great ideas that were covered are as follows: Be sure that the paper synthesizes key theories and results. Describe, evaluate, and critique many resources. Discuss how the topic has evolved and made a difference. The presentation also reminded me of an important writing point - that my paper should contain an introduction, a body, and a conclusion. When I was in high school, we learned how to write a "five paragraph thesis", which essentially taught us how to set up these three aspects of a paper. I'm constantly utilizing this concept when writing papers.
The introduction should include some important points. 1)Provide context and reason for reviewing the literature chosen. 2) Find these points: overall trends? conflicting theories? gaps in the research? new perspectives? a single problem? 3) State the reason for reviewing the literature, and explain the criteria used in analyzing the literature and explain how the facts have been organized. In other words, describe the scope chosen - why certain ideas have or haven't been included. The body should be organized; and I've chosen to organize thematically. Lastly, the conclusion should summarize important parts, discuss any flaws or gaps, and present insight into the overall topic. These guidelines will prove extremely useful when organizing my paper.
Saturday, October 22, 2011
Quiet Week
I made an effort to call the CDC in order to participate in their survey. Although they weren't available at the time, I still hope to be able to participate. Sometimes the most effective method in understanding a concept is to actually experience it firsthand. One of our upcoming assignments is to join a youth program, and analyze it as a researcher. The purpose behind the analysis is similar to my desire to participate in the CDC's survey research. Perhaps after my literature review has been handed in, I will have the ability to realize this desire.
I finally finished reading the Creswell book, with the last two chapters on the purpose statement and on research questions and the hypothesis. Both chapters provide wonderful basic insights into setting up these aspects of a research paper, with actual scripts and useful word usage dedicated to the three different research designs. This information would assist in creating a base for my own research project, something that I can come back to when required.
According to Creswell, the purpose statement discusses "why you want to do the study, and what you intend to accomplish". Essentially, it's all about the intent and not really about the problem or issue that necessitates the research study. Additionally, the purpose statement is a vital piece of the puzzle that should be written separately from the introduction or other areas of a research paper. In regards to the research questions and hypotheses, Creswell eloquently states that "from the broad, general purpose statement, the researcher narrows the focus to specific questions to be answered or predictions based on hypotheses to be tested". These are perfect guidelines for writing the next section of a research study paper.
Creswell mentions a key element to a successful paper; a concept he calls 'signposts' for the reader. Each section should be clearly defined or delineated, to help the reader truly understand the steps of the process when reviewing the study. I also believe that creating these signposts will help guide the researcher along the study being conducted. I remember mentioning earlier in the semester that the reason I liked quantitative research was because I appreciated the step by step and clear process of an experiment, similar to conducting a science fair project. Ultimately, the research process and paper written on the study, adheres to a similar framework of step by step guidelines.
I finally finished reading the Creswell book, with the last two chapters on the purpose statement and on research questions and the hypothesis. Both chapters provide wonderful basic insights into setting up these aspects of a research paper, with actual scripts and useful word usage dedicated to the three different research designs. This information would assist in creating a base for my own research project, something that I can come back to when required.
According to Creswell, the purpose statement discusses "why you want to do the study, and what you intend to accomplish". Essentially, it's all about the intent and not really about the problem or issue that necessitates the research study. Additionally, the purpose statement is a vital piece of the puzzle that should be written separately from the introduction or other areas of a research paper. In regards to the research questions and hypotheses, Creswell eloquently states that "from the broad, general purpose statement, the researcher narrows the focus to specific questions to be answered or predictions based on hypotheses to be tested". These are perfect guidelines for writing the next section of a research study paper.
Creswell mentions a key element to a successful paper; a concept he calls 'signposts' for the reader. Each section should be clearly defined or delineated, to help the reader truly understand the steps of the process when reviewing the study. I also believe that creating these signposts will help guide the researcher along the study being conducted. I remember mentioning earlier in the semester that the reason I liked quantitative research was because I appreciated the step by step and clear process of an experiment, similar to conducting a science fair project. Ultimately, the research process and paper written on the study, adheres to a similar framework of step by step guidelines.
Tuesday, October 18, 2011
Data Analysis & Writing Ideas
The main topic for this week was data analysis. Similar to almost everything so far in research, data is analyzed differently according to the type of research design. The link provided in the lecture to the University of the West of England's site, presented a clear overview for quantitative data analysis, specifically in relation to statistics: "This is the process of presenting and interpreting numerical data. Descriptive statistics include measures of central tendency (averages - mean, median, and mode) and measures of variability about the average (range and standard deviation). These give the reader a 'picture' of the data collected and used in the research project. Inferential statistics are the outcomes of statistical tests, helping deductions to be made from the data collected, to test hypotheses set and relating findings to the sample or population." Numbers, numbers, numbers! Qualitative data seems to be analyzed with more of an inductive process. Once the data has been organized, trying to identify and analyze it to gain insight into the research, is a great qualitative method. Miles and Huberman's process of data analysis was my favorite and I think will prove most helpful. Their three steps are actually ongoing throughout the research process: 1. Data Reduction - This seems to be an analysis of initial data where one is almost brainstorming on the research question using this data. 2. Data Display - This is where the data becomes more organized in order to bring about conclusions. 3. Conclusion Drawing & Verification - Lastly, the researcher decides what his data means and then verifies those concepts. Throughout the data analysis progression, I think that within my organization steps I would want to have everything in tangible form in front of me. It's how I work now on research papers, and believe it to be the best idea for a real research process - both qualitative and quantitative.
The YouTube video and Slideshare presentation, gave over a few great hints. The YouTube video mentioned a website called counselingtechnology.net, which can be useful in creating surveys. I found it to be a simple interface, and there is free membership sign up for certain professional groups. There was a data analysis program for Excel mentioned a lot in the video called EZ Analyze, which may come in handy at some point. The lecturer discussed three interesting hints for survey data analysis. First, code the paper surveys with identification numbers to help input data later for easy analysis. Second, use a code that also contains information relevant to the survey, such as date or area surveyed. Third, every row within a data analyzing program is reserved for a new person's data - not a new idea to an Excel user like me, rather a verification of a sneaking suspicion. The Slideshow brought up the great question of "Why is sampling important?" This is something I ask myself when reading research that utilizes samplings; why is this sampling important to this study, and was it conducted successfully? According to the lecturer, sampling is used to test hypotheses which usually become 'law-like' in the sense that the sampling allows the researcher to infer certain facts from the sampling about the wider population. This inference requires the smaller sampling to validate the wider population correctly, or the internal validity must validate the external validity. Essentially, this sampling is important in both qualitative and quantitative studies, and I thought the Slideshare really put this concept in perspective.
This week I read two of Creswell's chapters on beginning to write a research paper. The first chapter on writing strategies covered some basics that were fleshed out for a clearer understanding with research design applications. What I found most applicable to me was the idea of writing an outline. I've always found this helpful in my writings, and still utilize this strategy today. Creswell writes, "specify sections early in the design of a proposal. Work on one section will often prompt ideas for other sections. First develop an outline and then write something for each section rapidly, to get ideas down on paper. Then refine the sections as you consider in more detail the information that should go into each one." This method was very similar to Franklin's three state model of first developing an outline, then writing a draft and more ideas surrounding the outline, and lastly editing and polishing. These methods are closest to how I write now, but with clearer steps and will therefore hopefully help me become a better writer in general. The one point in this chapter that I have never heard of before, but is fantastic advice, is the idea of a writing warm-up period as a starting exercise for both the mind and the fingers. Maybe this would be a great way to catch up on emails to friends.
The other Creswell chapter I read this week was about writing introductions. Ultimately, all research designs follow the similar pattern of "announc[ing] a problem and just[ifying] why it needs to be studied". When writing this introduction, Creswell's advice is ensuring that the first sentence is a 'narrative hook'. This is very similar to something my husband has been working on in reference to his songwriting. All songs have a hook, a part of the song that makes it memorable to the audience - so memorable in fact, that it's the part of a song that one would sing when thinking of that song. Although a song hook is usually not the first beats or the first stanza, it encapsulates a similar idea to the narrative hook of an introduction. The deficiencies model is a method of writing two pages of the introductory ideas. It contains five points that I discovered to be succinct and a great model to follow. 1. Write about the research problem. 2. Discuss studies that have addressed this problem. 3. Talk about the deficiencies in the aforementioned studies. 4. Discuss the significance of the study for particular audiences. 5. Write the purpose statement.
The YouTube video and Slideshare presentation, gave over a few great hints. The YouTube video mentioned a website called counselingtechnology.net, which can be useful in creating surveys. I found it to be a simple interface, and there is free membership sign up for certain professional groups. There was a data analysis program for Excel mentioned a lot in the video called EZ Analyze, which may come in handy at some point. The lecturer discussed three interesting hints for survey data analysis. First, code the paper surveys with identification numbers to help input data later for easy analysis. Second, use a code that also contains information relevant to the survey, such as date or area surveyed. Third, every row within a data analyzing program is reserved for a new person's data - not a new idea to an Excel user like me, rather a verification of a sneaking suspicion. The Slideshow brought up the great question of "Why is sampling important?" This is something I ask myself when reading research that utilizes samplings; why is this sampling important to this study, and was it conducted successfully? According to the lecturer, sampling is used to test hypotheses which usually become 'law-like' in the sense that the sampling allows the researcher to infer certain facts from the sampling about the wider population. This inference requires the smaller sampling to validate the wider population correctly, or the internal validity must validate the external validity. Essentially, this sampling is important in both qualitative and quantitative studies, and I thought the Slideshare really put this concept in perspective.
This week I read two of Creswell's chapters on beginning to write a research paper. The first chapter on writing strategies covered some basics that were fleshed out for a clearer understanding with research design applications. What I found most applicable to me was the idea of writing an outline. I've always found this helpful in my writings, and still utilize this strategy today. Creswell writes, "specify sections early in the design of a proposal. Work on one section will often prompt ideas for other sections. First develop an outline and then write something for each section rapidly, to get ideas down on paper. Then refine the sections as you consider in more detail the information that should go into each one." This method was very similar to Franklin's three state model of first developing an outline, then writing a draft and more ideas surrounding the outline, and lastly editing and polishing. These methods are closest to how I write now, but with clearer steps and will therefore hopefully help me become a better writer in general. The one point in this chapter that I have never heard of before, but is fantastic advice, is the idea of a writing warm-up period as a starting exercise for both the mind and the fingers. Maybe this would be a great way to catch up on emails to friends.
The other Creswell chapter I read this week was about writing introductions. Ultimately, all research designs follow the similar pattern of "announc[ing] a problem and just[ifying] why it needs to be studied". When writing this introduction, Creswell's advice is ensuring that the first sentence is a 'narrative hook'. This is very similar to something my husband has been working on in reference to his songwriting. All songs have a hook, a part of the song that makes it memorable to the audience - so memorable in fact, that it's the part of a song that one would sing when thinking of that song. Although a song hook is usually not the first beats or the first stanza, it encapsulates a similar idea to the narrative hook of an introduction. The deficiencies model is a method of writing two pages of the introductory ideas. It contains five points that I discovered to be succinct and a great model to follow. 1. Write about the research problem. 2. Discuss studies that have addressed this problem. 3. Talk about the deficiencies in the aforementioned studies. 4. Discuss the significance of the study for particular audiences. 5. Write the purpose statement.
Wednesday, October 12, 2011
Research Q's, Survey advice, Holistic youth understanding
This week we delved into the topic of literature reviews, which specifically pertains to our upcoming assignment in about one month. There were several bits of relevant and important information I gleaned from the multimedia presentations. The slideshare was particularly useful, explaining that first and foremost a literature review is not simply a review of every piece of literature regarding the topic at hand, rather a compilation of the most vital ones. One technique that I found very useful in defining a topic was the concept that a researcher should read the relevant information, search for inconsistencies in the articles, and then organize the material and information gleaned into something logical. Lastly, the slideshare presented some fantastic methods in which a researcher can go about identifying a great research question: First, the question should sustain the interest of the researcher. Second, the question should stay in the range of the researchers competence. Third, the question should be manageable in size. Fourth, the question should have some sort of basis in a theory.
The video had some great ideas for me to keep in mind as well. In regards to a good research question, it's important to note that it's more about the 'how' and 'why', and not so much about the 'what'. A good question will not have an obvious and quick answer, rather it will demand data analysis. Lastly, a researcher should be careful that their question is not too broad of a topic, in other words, it should be a one-part question. These pieces of advice will be helpful when reading research articles and when writing my literature review. Additionally, it will assist in my later research proposal.
The written lecture for this week contained some great survey advice to keep in mind, specifically in relation to youth. Firstly, interviewing children will produce better data, as opposed to a written survey where a child may need outside assistance which skews the results. Surveys would be better conducted in an informal or semi-structured setting, which will put children more at ease. Personally speaking, when discussing something important with my own kids, they seem to fidget a lot more when I sit them down and 'have a talk', instead of just casually telling them what's important. Lastly, in order to really get children to give over information for a study, the researcher must build up some trust first with the child. This is similar to greeting new dogs that one meets out on the street. My mother always taught me to put out my hand first and let the dog sniff it in order to gain it's trust. Obviously, children are a far cry from dogs, but a similar concept can be learned here.
A few days ago the CDC sent us a random survey, asking us to participate in their data collection of United States children's immunizations. Although I thought it was actually pretty cool to receive this survey from the CDC itself, I'm not sure I'm going to have the time to participate. There certainly was no incentive. However, I'd like to be a part of it, and perhaps analyze their method of asking phone interview questions.
J. Ellis wrote an amazing article that really pinpoints great methods of understanding a child holistically, which will eventually lead to a better study with those youth. Similar to the lecture, Ellis discusses the benefits of a pre-interview, essentially a method that builds a vital trust between the child and the researcher. One piece of advice she mentions that I thought was very clever, was the idea that a seasoned interviewer goes into the interview with a vague sense of what they know they would like to ask and accomplish, and improvises. However, newer interviewers should start with practicing with actual questions. This reminded me of the interview I conducted for my 204 class. I wrote down a list of specific questions, and although was told to kind of improvise, I found myself struggling at certain points. At those times, I would look down again at my paper to reposition my interview. Another point that Ellis talks about is the idea that interview questions should be open-ended. This idea is not new to me, as I learned about in my reference class when learning about the reference interview process. Again this concept reared it's head in my archives class I'm taking currently, this time when a researcher comes in and the archivist must conduct a type of reference interview. I'm always fascinated when this type of overlap between classes occur.
The video had some great ideas for me to keep in mind as well. In regards to a good research question, it's important to note that it's more about the 'how' and 'why', and not so much about the 'what'. A good question will not have an obvious and quick answer, rather it will demand data analysis. Lastly, a researcher should be careful that their question is not too broad of a topic, in other words, it should be a one-part question. These pieces of advice will be helpful when reading research articles and when writing my literature review. Additionally, it will assist in my later research proposal.
The written lecture for this week contained some great survey advice to keep in mind, specifically in relation to youth. Firstly, interviewing children will produce better data, as opposed to a written survey where a child may need outside assistance which skews the results. Surveys would be better conducted in an informal or semi-structured setting, which will put children more at ease. Personally speaking, when discussing something important with my own kids, they seem to fidget a lot more when I sit them down and 'have a talk', instead of just casually telling them what's important. Lastly, in order to really get children to give over information for a study, the researcher must build up some trust first with the child. This is similar to greeting new dogs that one meets out on the street. My mother always taught me to put out my hand first and let the dog sniff it in order to gain it's trust. Obviously, children are a far cry from dogs, but a similar concept can be learned here.
A few days ago the CDC sent us a random survey, asking us to participate in their data collection of United States children's immunizations. Although I thought it was actually pretty cool to receive this survey from the CDC itself, I'm not sure I'm going to have the time to participate. There certainly was no incentive. However, I'd like to be a part of it, and perhaps analyze their method of asking phone interview questions.
J. Ellis wrote an amazing article that really pinpoints great methods of understanding a child holistically, which will eventually lead to a better study with those youth. Similar to the lecture, Ellis discusses the benefits of a pre-interview, essentially a method that builds a vital trust between the child and the researcher. One piece of advice she mentions that I thought was very clever, was the idea that a seasoned interviewer goes into the interview with a vague sense of what they know they would like to ask and accomplish, and improvises. However, newer interviewers should start with practicing with actual questions. This reminded me of the interview I conducted for my 204 class. I wrote down a list of specific questions, and although was told to kind of improvise, I found myself struggling at certain points. At those times, I would look down again at my paper to reposition my interview. Another point that Ellis talks about is the idea that interview questions should be open-ended. This idea is not new to me, as I learned about in my reference class when learning about the reference interview process. Again this concept reared it's head in my archives class I'm taking currently, this time when a researcher comes in and the archivist must conduct a type of reference interview. I'm always fascinated when this type of overlap between classes occur.
Wednesday, October 5, 2011
"Beginner's Mind"
This week I began to delve into the book related to researching youth, Representing Youth. This piece of literature looks like it will present a clearer understanding of youth and how to best approach research when dealing with that age group. One key point I'd like to remember from the book is the idea of a 'beginner's mind' - "which involves suspending preconceived notions and recognizing different conceptual locations when we enter into the research relationship, to meet participants on their own terms and to understand their locations". Brilliant. Similar to a tabula rasa, with an added awareness of youth. The author included a variety of opinions and viewpoints in this first chapter, yet concluded with this 'beginners mind' concept which reminded me a little of the proposed set up for the upcoming integrated literature review assignment. I appreciated how both sides of the coin were discussed throughout the chapter, and one piece of advice I especially liked was the idea that certain perspectives on dealing with children should not be considered blueprints, rather as guidelines. Additionally, I noticed how the author specifically delineated teenagers as an integral youth sub-group worth consideration, however did not seem to focus on other youth sub-groups, such as toddlers, or tweens. Lastly, the teens materials class I took last semester came to mind, as I recalled the 'teen brain' where the brains are not as completely developed as adults in certain areas. Despite this potential handicap, I do believe that youth of all ages have different strengths that adults have lost over time. I hope that if I were to be working with youth in research in the future, pointers such as these will assist me greatly in 'representing youth'.
The Creswell reading on mixed methods research design was somewhat of an overview of qualitative and quantitative methods, with added facts of the integration of these designs. I was surprised to learn that this is a relatively new approach, and therefore many of these integrations have yet to be implemented, or at the very least, published in journals. One of my group members recently abstracted a "qualitative/quantitative" study. I thought perhaps this should be referred to as a mixed methods study, but she told me that this was how the authors dubbed the research. Perhaps this is because of the newness of the mixed methods design.
The literature review assignment is due in about a month. I've already saved many articles I've found on my subject of library summer reading programs. Based on this week's video lecture, it seems that this is essentially a research paper where a query is analyzed and discussed through peer-reviewed journal articles, or other scholarly literature works. My 200 class really prepared me well for finding these scholarly articles as it was part of the curriculum, and as this class progresses I'm finding myself more and more thankful for that early instruction. Also, I'm interested in discovering what "mind-mapping" is all about through the suggested site: http://www.mindmeister.com/
General Notes:
I just discovered that Joanne's dissertation topic was the same that I have chosen to abstract. This fills me with some trepidation as I hope to live up to high standards in a world with a plethora of information on any one topic.
Since the literature review due date is coming up, I must remember to put some books on loan that I've mined from some of my journal articles.
Other mined pieces that have older dates seem to be non-existent in the King Library database system. I'm hoping to either find them through Google Scholar or through my own LAPL databases. However, I've discovered that finding the correct database on a less academic system like LAPL, is not as simple as I initially thought.
The Creswell reading on mixed methods research design was somewhat of an overview of qualitative and quantitative methods, with added facts of the integration of these designs. I was surprised to learn that this is a relatively new approach, and therefore many of these integrations have yet to be implemented, or at the very least, published in journals. One of my group members recently abstracted a "qualitative/quantitative" study. I thought perhaps this should be referred to as a mixed methods study, but she told me that this was how the authors dubbed the research. Perhaps this is because of the newness of the mixed methods design.
The literature review assignment is due in about a month. I've already saved many articles I've found on my subject of library summer reading programs. Based on this week's video lecture, it seems that this is essentially a research paper where a query is analyzed and discussed through peer-reviewed journal articles, or other scholarly literature works. My 200 class really prepared me well for finding these scholarly articles as it was part of the curriculum, and as this class progresses I'm finding myself more and more thankful for that early instruction. Also, I'm interested in discovering what "mind-mapping" is all about through the suggested site: http://www.mindmeister.com/
General Notes:
I just discovered that Joanne's dissertation topic was the same that I have chosen to abstract. This fills me with some trepidation as I hope to live up to high standards in a world with a plethora of information on any one topic.
Since the literature review due date is coming up, I must remember to put some books on loan that I've mined from some of my journal articles.
Other mined pieces that have older dates seem to be non-existent in the King Library database system. I'm hoping to either find them through Google Scholar or through my own LAPL databases. However, I've discovered that finding the correct database on a less academic system like LAPL, is not as simple as I initially thought.
Sunday, October 2, 2011
Mnemonic for Qualitative vs Quantitative
Qualitative research design and quantitative research design are very different from each other. The key is to remember which one is which, especially because the names are so similar. The most efficient way that I've found to differentiate between the two is through a simple mnemonic method. "Quantity" refers to a number, as a reminder for the quantitative research design since this method includes a lot of counting and statistics. Once I remember that, it becomes easier for me to apply this method to many of the research designs I've been exposed to as a younger student, which were mostly quantitative in nature.
Recently, I recalled being part of a focus group, which is a type of qualitative research method. My family and I were spending the day at Disneyland, when we were approached by a Disney employee and asked if one of the adults in our group - in other words, either my husband or I - would like to participate in a focus group that afternoon. Their incentive was $100 cash on the spot, which essentially paid for most of our visit that day! I assented, and attended an hour long casual question and answer forum. There were about twenty participants in my group, and a Disney employee group leader asked questions like 'what do we think could improve about the food offered in their parks'. The focus group incentive reminded me of the idea that the IRB training mentioned; that the incentive should be just enough in order to interest the participant, yet simultaneously not too much in order to allow the participant to give honest answers. When paying a lot of money for one ticket to Disneyland, the incentive was just enough to entice me to leave my family for an hour in order to attend and give my honest opinion.
As I was reading the chapter in the Creswell book about quantitative methods, I found myself remembering my days as a student in Santa Monica College, taking a mandatory class in statistics. Although it was a basic class, and I passed without much of a problem, the last few chapters of the text I found extremely complicated. However, in order to receive a Psychology degree from California State University of Northridge, statistics was a requirement. Once I was in full psych mode at CSUN, I discovered that statistics truly plays a large role in the quantitative research design. Although I like the definite proof that numbers provide, even with the fact that there is always some level of ambiguity with +/- results; statistical analysis is certainly not my strongest point. In fact, the weekly lecture notates that most scientists are not statisticians, since statistics is ultimately a specialized field. I wonder how many quantitative researchers are able to close this knowledge gap.
Lastly, an interesting point that I gleaned from this week's lecture notes was that survey research can refer to both quantitative and qualitative research design, although in most cases it's considered a quantitative method. If the survey is viewed or utilized as a substitute for an interview, which is qualitative in nature, this fact truly makes sense.
Recently, I recalled being part of a focus group, which is a type of qualitative research method. My family and I were spending the day at Disneyland, when we were approached by a Disney employee and asked if one of the adults in our group - in other words, either my husband or I - would like to participate in a focus group that afternoon. Their incentive was $100 cash on the spot, which essentially paid for most of our visit that day! I assented, and attended an hour long casual question and answer forum. There were about twenty participants in my group, and a Disney employee group leader asked questions like 'what do we think could improve about the food offered in their parks'. The focus group incentive reminded me of the idea that the IRB training mentioned; that the incentive should be just enough in order to interest the participant, yet simultaneously not too much in order to allow the participant to give honest answers. When paying a lot of money for one ticket to Disneyland, the incentive was just enough to entice me to leave my family for an hour in order to attend and give my honest opinion.
As I was reading the chapter in the Creswell book about quantitative methods, I found myself remembering my days as a student in Santa Monica College, taking a mandatory class in statistics. Although it was a basic class, and I passed without much of a problem, the last few chapters of the text I found extremely complicated. However, in order to receive a Psychology degree from California State University of Northridge, statistics was a requirement. Once I was in full psych mode at CSUN, I discovered that statistics truly plays a large role in the quantitative research design. Although I like the definite proof that numbers provide, even with the fact that there is always some level of ambiguity with +/- results; statistical analysis is certainly not my strongest point. In fact, the weekly lecture notates that most scientists are not statisticians, since statistics is ultimately a specialized field. I wonder how many quantitative researchers are able to close this knowledge gap.
Lastly, an interesting point that I gleaned from this week's lecture notes was that survey research can refer to both quantitative and qualitative research design, although in most cases it's considered a quantitative method. If the survey is viewed or utilized as a substitute for an interview, which is qualitative in nature, this fact truly makes sense.
Thursday, September 22, 2011
LSRP's and Action Research/Ethnography
The deeper I delve into the world of Library Summer Reading Programs (LSRP's), the more I learn about the subject and the more intriguing it becomes. This reminds me of the exposure I had to non-fiction books in my Tweens materials class, taught by Jonathan Hunt. I discovered that when I read these non-fiction books, I really enjoyed the contents and learning new information. After all, the Discovery channel and NatGeo, are some of my most favorite programs that I watch on television. What I've learned about LSRP's is that it seems that the library's goal is to have children read in order to maintain intellectual learning over the summer. Although why they have this goal, I still have yet to identify. Another interesting fact that has presented itself in my readings, is that there is a definite connection between the summer programs offered at a library and reading. Although this seems obvious, there seems to be little research regarding the incentives offered within these summer programs, including prizes, charts, and planned library activities for children during the summer that don't have much to do with reading. From personal experience, this past summer my children participated in the local LSRP, and attended a scheduled magic show. Towards the end of the show, the children were invited to view a display of magic related books, such as card tricks. In essence, this subtopic has combined "Youth and Libraries" with "Youth and Reading".
Something else that I've learned this week as a definite, is that every research design has its limitations. This makes complete sense to me, although up until now I was unsure if researchers were aware of this truth. Truly, part of writing abstracts for the upcoming assignment is to figure out these limitations, although some articles that I've read explain the limitations clearly.
Keywords: Action, reading, and I've forgotten about truncation! For instance: "program*". Additionally, there have been some integral books written on the topic I've been researching, which would be useful for the final project or literature review. Heyns, Shin, and Krashen, are some of the leading authors and researchers in this field.
Action research is another qualitative design, and I've recently read an article utilizing this very method. The lecture discusses a certain dynamic spiral process, where the researcher is moving back and forth between the problem, data collection, and action. This very spiral is drawn and explained in the article that I've read, giving me a clearer picture of the process. Essentially, the entire process of action research involves some basic steps: identifying a problem area, collecting and organizing data through experiencing, inquiring, and examining, interpreting this collected data, taking action based on the data, and then reflecting on the solutions. However, I'm unsure as to why this process is sometimes deemed specific to studying youth, when it could be utilized over a number of areas.
Ethnography is the other qualitative design I've studied this week. I found it fascinating because it's a design particular to a cultural group, and one such group can actually be children. It seems that the emphasis within this method is in exploring social phenomenon through field work or observing the group in it's natural setting. The researcher can be investigating between one to a few cases, and works primarily with unstructured data. The key in this research design is the analysis of that data, again making it different from a literature review.
Yesterday I read a detailed research article for my archives class. I found that I could easily identify the steps in the research, including the literature review, the surveys, and the analysis of the data. To my understanding, it was a mixed methods research design, and because of my readings for this class, I actually enjoyed the article more than I thought I would have.
Something else that I've learned this week as a definite, is that every research design has its limitations. This makes complete sense to me, although up until now I was unsure if researchers were aware of this truth. Truly, part of writing abstracts for the upcoming assignment is to figure out these limitations, although some articles that I've read explain the limitations clearly.
Keywords: Action, reading, and I've forgotten about truncation! For instance: "program*". Additionally, there have been some integral books written on the topic I've been researching, which would be useful for the final project or literature review. Heyns, Shin, and Krashen, are some of the leading authors and researchers in this field.
Action research is another qualitative design, and I've recently read an article utilizing this very method. The lecture discusses a certain dynamic spiral process, where the researcher is moving back and forth between the problem, data collection, and action. This very spiral is drawn and explained in the article that I've read, giving me a clearer picture of the process. Essentially, the entire process of action research involves some basic steps: identifying a problem area, collecting and organizing data through experiencing, inquiring, and examining, interpreting this collected data, taking action based on the data, and then reflecting on the solutions. However, I'm unsure as to why this process is sometimes deemed specific to studying youth, when it could be utilized over a number of areas.
Ethnography is the other qualitative design I've studied this week. I found it fascinating because it's a design particular to a cultural group, and one such group can actually be children. It seems that the emphasis within this method is in exploring social phenomenon through field work or observing the group in it's natural setting. The researcher can be investigating between one to a few cases, and works primarily with unstructured data. The key in this research design is the analysis of that data, again making it different from a literature review.
Yesterday I read a detailed research article for my archives class. I found that I could easily identify the steps in the research, including the literature review, the surveys, and the analysis of the data. To my understanding, it was a mixed methods research design, and because of my readings for this class, I actually enjoyed the article more than I thought I would have.
Thursday, September 15, 2011
Theories, Qualities, & Case Studies
I proceeded with much trepidation and caution upon reading Creswell's chapter 3 "The Use of Theory". The word theory sounds so lofty and frightening at first glance. However, as I delved deeper into the concepts of the use of theory, I realized that theory is no different than what I have encountered in many discussions with my logical husband. Together we discuss the world around us, and based on facts or previous internal knowledge, we develop a theory. When we first met, this logically based thinking was a novel arena for me, however I have become quite adept at developing or proving theories of my own. Breathing a sigh of relief, I continued perusing the chapter for insights into theory and the two main opposing research designs - qualitative and quantitative. In summation, it seems that theory placement is the main qualifier for the type of research design. For qualitative research, information is gathered and interpreted in order to discover a theory. For quantitative research, a theory is picked and then through information gathering and interpretation, is either proven or disproved. Summarizing and understanding the theory placement has assisted me in comprehending the integral role theories play in research.
Case studies presented another conundrum. What could possibly be different between a case study and a literature review of the same topic? This was especially true because in the lecture the paragraph on explaining the scope of case studies stated that "in case study research a researcher seeks to 'generate knowledge of the particular' by focusing on 'in-depth exploration of a bounded system... based on extensive data collection." This sounded suspiciously similar to what happens when compiling a literature review. Nevertheless, further reading in the lecture on case study helped clarify this distinction with a very pointed concept. "This kind of description is critical in case study because it 'serves to place the reader figuratively in the setting... to make it real." The in-depth look at a topic assists in changing the research from a complacent literature review into a full-blown case study. Continuing along this thought process, the lecture notates that "another emphasis in qualitative research generally and case study research specifically is an understanding of a complex phenomenon from the participants' perspectives rather than the researcher's." As I was gathering material for the upcoming abstract assignment, I chanced upon an interesting case study. However, I did not yet read the entire article thinking that a case study could not be more than a glorified literature review. Now, I know otherwise.
My favorite point of my readings this week was the lecture on the qualities of qualitative researchers. There are three qualities that would behoove a qualitative researcher to pocess in order to complete a well rounded and complete study. First, and most logical, the researcher should be a good communicator. Second, and hopefully knowledgeable to any researcher that has gone through IRB training, is the idea that one should be sensitive to the information collected and to the participants of the study. Lastly, and my personal favorite, the researcher should be tolerant of ambiguity during the research process. One reason that I identify with quantitative research is because I do well with methods and lists, or formal procedures. This is entirely opposite of qualitative research. Truly, there can be a lot of ambiguity with informal procedures, as well as in endeavoring to prove or disprove a hypotheses, and in creating ideas based on the researchers' understanding of a diverse participants. Ambiguity can be frustrating, so the idea that a researcher must be tolerant in this area makes complete sense and was a great point.
The holistic approach taken by qualitative researchers struck me as fascinating as well. A holistic approach includes pre-interview activity and open-ended questions, which lead the researcher to a more complete understanding of the participants and is a method to establish a connection and empathy with these very participants. I liked this approach because it speaks to my friendly nature in addition to the feeling that there should be a certain 'roundness' in one's research.
For my abstract assignment I chose to go with "summer programs" as a more narrowed topic. So far it seems that there are differences of opinion in relation to the fact that these programs help children academically. I'd be interested in discovering if these programs are in place not only for the furthering of education, rather if there is a secondary purpose in keeping the children occupied with a positive activity during these non-school months.
New search words: Program, (although 'program' seems too specific for the databases) Summer, Children, Activity
Case studies presented another conundrum. What could possibly be different between a case study and a literature review of the same topic? This was especially true because in the lecture the paragraph on explaining the scope of case studies stated that "in case study research a researcher seeks to 'generate knowledge of the particular' by focusing on 'in-depth exploration of a bounded system... based on extensive data collection." This sounded suspiciously similar to what happens when compiling a literature review. Nevertheless, further reading in the lecture on case study helped clarify this distinction with a very pointed concept. "This kind of description is critical in case study because it 'serves to place the reader figuratively in the setting... to make it real." The in-depth look at a topic assists in changing the research from a complacent literature review into a full-blown case study. Continuing along this thought process, the lecture notates that "another emphasis in qualitative research generally and case study research specifically is an understanding of a complex phenomenon from the participants' perspectives rather than the researcher's." As I was gathering material for the upcoming abstract assignment, I chanced upon an interesting case study. However, I did not yet read the entire article thinking that a case study could not be more than a glorified literature review. Now, I know otherwise.
My favorite point of my readings this week was the lecture on the qualities of qualitative researchers. There are three qualities that would behoove a qualitative researcher to pocess in order to complete a well rounded and complete study. First, and most logical, the researcher should be a good communicator. Second, and hopefully knowledgeable to any researcher that has gone through IRB training, is the idea that one should be sensitive to the information collected and to the participants of the study. Lastly, and my personal favorite, the researcher should be tolerant of ambiguity during the research process. One reason that I identify with quantitative research is because I do well with methods and lists, or formal procedures. This is entirely opposite of qualitative research. Truly, there can be a lot of ambiguity with informal procedures, as well as in endeavoring to prove or disprove a hypotheses, and in creating ideas based on the researchers' understanding of a diverse participants. Ambiguity can be frustrating, so the idea that a researcher must be tolerant in this area makes complete sense and was a great point.
The holistic approach taken by qualitative researchers struck me as fascinating as well. A holistic approach includes pre-interview activity and open-ended questions, which lead the researcher to a more complete understanding of the participants and is a method to establish a connection and empathy with these very participants. I liked this approach because it speaks to my friendly nature in addition to the feeling that there should be a certain 'roundness' in one's research.
For my abstract assignment I chose to go with "summer programs" as a more narrowed topic. So far it seems that there are differences of opinion in relation to the fact that these programs help children academically. I'd be interested in discovering if these programs are in place not only for the furthering of education, rather if there is a secondary purpose in keeping the children occupied with a positive activity during these non-school months.
New search words: Program, (although 'program' seems too specific for the databases) Summer, Children, Activity
Wednesday, September 7, 2011
Pick a Title
As I was reading the introductory article, I came to a sentence that reminded me of something I read in the Creswell book. The article states that "as with most other research methods, conceptual analysis begins with identifying research questions and choosing a sample of samples". (Content Analysis) Essentially, when starting out on the research process, developing a question is a key component for direction on the project at hand. Creswell says "before searching the literature, identify your topic, using such strategies as drafting a brief title or stating a central research question". (2009, p.45) Recently, my musically talented husband dipped his hand in the world of songwriting and composing. As he began developing an idea for a song, he chanced upon a vital piece of advice that assisted in the success of his songwriting. The advice was to pick a song title first, and then work from there. Conceptualizing one's topic in such a succinct fashion is an extremely helpful method in beginning one's research process.
In the article on Navigating Pitfalls of Web-Based Survey Development and Administration, I chanced upon some helpful differentiations between qualitative and quantitative research. In "qualitative research... a representative sample is not used, and therefore there will be no attempt to generalize the conclusions gained from those who were selected." (Gruwell & Littleton, 2007, p.78) This is different than a quantitative study "where everyone in the target population has an equal chance of being selected". (Gruwell & Littleton, 2007, p.79) How ironic that this should come up almost immediately after my weekly question post and subsequent answer by Joanne:
Question: The question I had was regarding the number of libraries being observed for this research project. According to the article, although approximately 30 sessions were being observed, they occurred in only two libraries. Perhaps there should have been more libraries and more sessions observed to give a more comprehensive and unbiased results. Many times, the same crowd attends library programs in their library, which would account for 'double' results. (I know that's not a technical term....)
Answer: You make an interesting point about having more research sites, rather than multiple programs from fewer libraries. I think there are advantages to both approaches. Generally, in qualitative research, you are aiming for depth, not necessarily breadth, so exploring many programs from 2 libraries might make sense in light of the research questions, etc. Often it depends on the researcher's goals and objectives for the research.
The aforementioned article additionally presented me with another keyword for my search. Here's my list so far: Library, survey, youth, librarianship, programs, study, qualitative, quantitative, mixed-methods, research
I subscribe to the ALSC email list, and receive all types of e-conversations via this listserv. I've found it very helpful for many reasons, however this week it was particularly relevant to this research class because it included an informal survey of youth librarians who have kept or done away with small prizes as an incentive for their summer reading programs. It makes me wonder, would this be considered a type of research?
In the article on Navigating Pitfalls of Web-Based Survey Development and Administration, I chanced upon some helpful differentiations between qualitative and quantitative research. In "qualitative research... a representative sample is not used, and therefore there will be no attempt to generalize the conclusions gained from those who were selected." (Gruwell & Littleton, 2007, p.78) This is different than a quantitative study "where everyone in the target population has an equal chance of being selected". (Gruwell & Littleton, 2007, p.79) How ironic that this should come up almost immediately after my weekly question post and subsequent answer by Joanne:
Question: The question I had was regarding the number of libraries being observed for this research project. According to the article, although approximately 30 sessions were being observed, they occurred in only two libraries. Perhaps there should have been more libraries and more sessions observed to give a more comprehensive and unbiased results. Many times, the same crowd attends library programs in their library, which would account for 'double' results. (I know that's not a technical term....)
Answer: You make an interesting point about having more research sites, rather than multiple programs from fewer libraries. I think there are advantages to both approaches. Generally, in qualitative research, you are aiming for depth, not necessarily breadth, so exploring many programs from 2 libraries might make sense in light of the research questions, etc. Often it depends on the researcher's goals and objectives for the research.
The aforementioned article additionally presented me with another keyword for my search. Here's my list so far: Library, survey, youth, librarianship, programs, study, qualitative, quantitative, mixed-methods, research
I subscribe to the ALSC email list, and receive all types of e-conversations via this listserv. I've found it very helpful for many reasons, however this week it was particularly relevant to this research class because it included an informal survey of youth librarians who have kept or done away with small prizes as an incentive for their summer reading programs. It makes me wonder, would this be considered a type of research?
Friday, September 2, 2011
Previous Schooling in Play
Research design has actually been something I've learned about before. It seems that sciences rely heavily on primary research in order to further and better the overall understanding of the science. However, integrating worldviews alongside the three types of research design of qualitative, quantitative, and mixed methods, has opened my eyes to a more comprehensive understanding of the designs.
The postpositivist worldview mentions innovators such as Newton. This helped me connect to what I've learned about the famous scientist in elementary school, such as Newton's Law, to help me understand that this worldview can be more scientifically associated. The ideas such as "problems studied by post-positivists reflect the need to identify and assess the causes that influence outcomes, such as found in experiments.... [along with] the intent to reduce the ides into a small, discrete set of ideas to test, such as the variables that comprise hypotheses and research questions". (Creswell, 2009, p.7) I've had to do many science fair projects in my life, and the one I executed in the 8th grade comes to mind. Our teacher had us complete each step of the process by a certain due date, which in her mind probably eased the burden of the overall project. However, this method allowed me to grasp each step of the process easily and has stamped those concepts into my memory forever more. The hypotheses, methods of observation, and required materials are just a few of the steps of the process utilized in science experiments, as well as quantitative method with a postpositivist worldview.
The social constructivist worldview alongside the qualitative research design makes sense within the psychology setting. "Qualitative researchers seek to understand the context or setting of the participants through visiting this context and gathering information personally... they also interpret what they find." (Creswell, 2009, p.8) A lot of understanding of human behavior comes from observation and then subsequent deciphering of their actions. My Bachelor's degree was in Psychology, and most of the core classes I took discussed qualitative experiments, and it was even mandatory for me to participate in some of those experiments conducted by Master's level students. Actually participating in the experiments gave me a broader picture of the experiments conducted. My current archives and manuscripts class has an assigment of touring an actual archives. According to the teacher, this assists the students in truly understanding the material learned; participation is key.
The advocacy and participatory worldview seemed the most interesting and straightforward. Immediately, studies of African tribes and the lifework of Jane Goodall who studied chimps - albeit not humans, came to mind as true advocacy and participatory worldviews. Due to the nature of the possible studies, it makes sense that most of these types of studies are considered qualitative, with a select few fitting into the quantitative design.
The worldview that spoke to me the most was the pragmatic worldview. I liked how "pragmatism is not committed to any one system of philosophy and reality... this applies to mixed methods research in that inquirers draw liberally from both quantitative and qualitative assumptions". (Creswell, 2009, p.10) This method and worldview seems to employ the most comprehensive methodology and thereby present a truly complete picture. Truthfully, I couldn't think of any direct examples, however I'm confident that I will come across many of these during the course of this class.
The postpositivist worldview mentions innovators such as Newton. This helped me connect to what I've learned about the famous scientist in elementary school, such as Newton's Law, to help me understand that this worldview can be more scientifically associated. The ideas such as "problems studied by post-positivists reflect the need to identify and assess the causes that influence outcomes, such as found in experiments.... [along with] the intent to reduce the ides into a small, discrete set of ideas to test, such as the variables that comprise hypotheses and research questions". (Creswell, 2009, p.7) I've had to do many science fair projects in my life, and the one I executed in the 8th grade comes to mind. Our teacher had us complete each step of the process by a certain due date, which in her mind probably eased the burden of the overall project. However, this method allowed me to grasp each step of the process easily and has stamped those concepts into my memory forever more. The hypotheses, methods of observation, and required materials are just a few of the steps of the process utilized in science experiments, as well as quantitative method with a postpositivist worldview.
The social constructivist worldview alongside the qualitative research design makes sense within the psychology setting. "Qualitative researchers seek to understand the context or setting of the participants through visiting this context and gathering information personally... they also interpret what they find." (Creswell, 2009, p.8) A lot of understanding of human behavior comes from observation and then subsequent deciphering of their actions. My Bachelor's degree was in Psychology, and most of the core classes I took discussed qualitative experiments, and it was even mandatory for me to participate in some of those experiments conducted by Master's level students. Actually participating in the experiments gave me a broader picture of the experiments conducted. My current archives and manuscripts class has an assigment of touring an actual archives. According to the teacher, this assists the students in truly understanding the material learned; participation is key.
The advocacy and participatory worldview seemed the most interesting and straightforward. Immediately, studies of African tribes and the lifework of Jane Goodall who studied chimps - albeit not humans, came to mind as true advocacy and participatory worldviews. Due to the nature of the possible studies, it makes sense that most of these types of studies are considered qualitative, with a select few fitting into the quantitative design.
The worldview that spoke to me the most was the pragmatic worldview. I liked how "pragmatism is not committed to any one system of philosophy and reality... this applies to mixed methods research in that inquirers draw liberally from both quantitative and qualitative assumptions". (Creswell, 2009, p.10) This method and worldview seems to employ the most comprehensive methodology and thereby present a truly complete picture. Truthfully, I couldn't think of any direct examples, however I'm confident that I will come across many of these during the course of this class.
Friday, August 26, 2011
Introduction
Class just started yesterday, and I'm already learning about research in regards to libraries and youth. This journal's purpose is to assist us in fleshing out and understanding the material thoroughly and completely, as well as give us a place to cohesively combine our reflections and thoughts on the overall topic. According to the assignment sheet, this journal will be including "reflection on your practice, reflections on your readings/reading notes, developing interests and questions - perhaps in list form, lists of keywords/search terms for literature reviews, and lists of potential readings". Essentially, we are considering our assignments, our research, our novel reflections, our thought process, and our surrounding world in relation to the research. I find this fascinating. In high school, I had a math teacher that had us write out every detail of how we came to the final answer of each math problem. At times, though the final answer may have been incorrect, she would award us partial credit based on our mathematical thought process. I have found that thinking things through in this way has helped me tremendously in life as a whole.
One of our upcoming assignments is to research a broad topic, and write corresponding abstracts relevant to articles on the topic chosen. The broad topics given to us are Youth and... Reading, Technology, Information Behaviors, Libraries, and Information Literacy Instruction. Personally speaking, I considered the Youth and Libraries topic to be the most interesting and relevant for me, as it deals with programming, space, and users. I'm hoping to become a youth librarian, thus this topic would assist me well on that endeavor. The Youth and Reading topic seemed to relevant as well, so I noted both concepts as ones of interest in my introduction post.
There was one topic that I was unfamiliar with and requested further explanation of classmates or my professor; the topic of Youth Information Behaviors. Joanne clearly defined this by noting that this topic "would have to do with how young people seek out and use information of all kinds". Very interesting. Although I've come across this topic at a surface level in my 202 class with Dr. MacKay, I believe that I never regarded it in depth in relation to youth. However, observing my nine-year-old daughter and further reading Joanne's clarification of the topic has led me to realize that this is an extremely relevant and interesting topic. Joanne includes a quote that discusses this concept in detail from an article that we should be reading sometime in the future of the class. I have noted it here: http://informationr.net/ir/16-1/paper472.html . She also mentions the author Eliza Dresang who has co-authored one of the texts we will be reading this semester, who has written extensively on the topic. One article, Joanne mentions, was published in Library Trends (vol. 58, issue 1, 2009).
One of our upcoming assignments is to research a broad topic, and write corresponding abstracts relevant to articles on the topic chosen. The broad topics given to us are Youth and... Reading, Technology, Information Behaviors, Libraries, and Information Literacy Instruction. Personally speaking, I considered the Youth and Libraries topic to be the most interesting and relevant for me, as it deals with programming, space, and users. I'm hoping to become a youth librarian, thus this topic would assist me well on that endeavor. The Youth and Reading topic seemed to relevant as well, so I noted both concepts as ones of interest in my introduction post.
There was one topic that I was unfamiliar with and requested further explanation of classmates or my professor; the topic of Youth Information Behaviors. Joanne clearly defined this by noting that this topic "would have to do with how young people seek out and use information of all kinds". Very interesting. Although I've come across this topic at a surface level in my 202 class with Dr. MacKay, I believe that I never regarded it in depth in relation to youth. However, observing my nine-year-old daughter and further reading Joanne's clarification of the topic has led me to realize that this is an extremely relevant and interesting topic. Joanne includes a quote that discusses this concept in detail from an article that we should be reading sometime in the future of the class. I have noted it here: http://informationr.net/ir/16-1/paper472.html . She also mentions the author Eliza Dresang who has co-authored one of the texts we will be reading this semester, who has written extensively on the topic. One article, Joanne mentions, was published in Library Trends (vol. 58, issue 1, 2009).
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