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.
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