tag:blogger.com,1999:blog-57196327468721698302024-03-07T20:52:48.509-08:00Research Concepts and ReviewsMeskerem Goshime,
Wayne State University,
School of Library and Information ScienceMeskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-5719632746872169830.post-71877166829493043302011-10-19T07:07:00.000-07:002011-10-19T07:07:13.005-07:00Key Concepts Blog: Data Analysis Techniques Readings<div class="MsoNormal"></div><div class="MsoNormal"><span style="font-size: large;">Connway and Powell (2007)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u></u></b><br />
<b><u>Chapter 9 Analysis of Data</u></b></div><div class="MsoNormal"><br />
There are three steps in data analysis:</div><div class="MsoNormal"><br />
<b>Step 1 Establish set of categories or values</b>. </div><ul><li>Categories should be exhaustive and mutually exclusive.</li>
<li>Example - Reference questions – directional or non-directional, reference collection size – number of volumes</li>
</ul><div class="MsoNormal"><b>Step 2 Coding data</b></div><ul><li>Coding data is converting responses to numerical codes (if it is not already in numerical form). It may involve regrouping.</li>
<li>Inaccuracy may occur due to poorly worded questionnaire or during assigning to wrong category.</li>
</ul><div class="MsoNormal"><br />
<b>Step 3 Analyzing data</b></div><div class="MsoNormal">We may use:</div><ul><li>Descriptive statistics – i.e. frequency distributions, graphs, charts, measures of central tendency (mean, median, mode) or measures of dispersion or variability (mean deviation, standard deviation), correlation coefficiencies (cross-variation or bivariate frequency)</li>
<li>Inferential statistics – parametric or non-parametric</li>
</ul><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 29 Content Analysis (Quantitative)</u></b></div><div class="MsoNormal"><br />
<b>Quantitative Content Analysis</b> is the systematic, objective quantitative analysis of message characteristics. Message travels from source to destination, and may be recorded on paper, digital, analog, audio, video etc… format.</div><div class="MsoNormal"><br />
<b>Types of content to be analyzed:</b></div><ul><li>Manifest Content – exists unambiguously in a message. It is countable and easy to observe. Eg. Occurrence of a word.</li>
<li>Latent content – conceptual content. It cannot be directly observed. It is difficult (or impossible to count). It is usually measured with manifest content indicators.</li>
</ul><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 30 Qualitative Content Analysis</u></b></div><div class="MsoNormal"><br />
<b>Qualitative content analysis</b> is analyzing speeches/texts in their specific contexts. It goes beyond counting words or extracting objective content. It allows the researcher to understand social reality in a subjective but scientific manner. It uses inductive reasoning process, unlike the quantitative content analysis. (Quantitative content analysis is criticized for missing semantic information.)</div><div class="MsoNormal"><br />
<b>Steps in Qualitative Content Analysis:</b></div><ul><li>Prepare the data (eg. All questions or the main questions, literally or in summary)</li>
<li>Define the unit of analysis (usually individual themes are used as unit of analysis rather than physical units like words.)</li>
<li>Categories and coding scheme (it allows assigning a unit of text to more than one category. It doesn’t require mutually exclusive categories.)</li>
<li>Test your coding scheme on a sample text</li>
<li>Code all the text (coding proceeds while ne themes and concepts emerge which may be added to coding manual)</li>
<li>Assess coding consistency</li>
<li>Draw conclusions from data</li>
<li>Report methods and findings</li>
</ul><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 31 Discourse Analysis</u></b></div><div class="MsoNormal"><br />
<b>Analysis of discourse/communication</b> (discourse is all kinds of spoken interaction, formal and informal, written text. (Eg. Reference interview, professional literature.) It looks for agreed upon themes as well as differences (within a single text or across texts). The underlying assumption is people use speech/text to construct versions of their social world. Different people may have different interpretations and one person may have multiple perspectives. Its weakness is subjectivity in every step.</div><div class="MsoNormal"><br />
<b>Suggested steps:</b></div><ul><li>Research question</li>
<li>Select sample discourse</li>
<li>Collect records and documents</li>
<li>Coding the data</li>
<ul><li>Identifying themes within categories that emerge and take shape as you examine texts.</li>
<li>Develop category scheme – texts may be categorized in more than one category.</li>
</ul><li>Analyze data – this involves close reading and reading of texts, search for Patterns, similarities, contradictions, vagueness, consider and reconsider patterns, search for evidence for and against your hypotheses and makes notes.</li>
<li>Validate your findings</li>
</ul><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 32 Analytic induction</u></b><br />
<b><u><br />
</u></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Analytic induction</b> is a form of inductive reasoning. It is used to analyze data from various case studies, ethnographic observations, participant observations, semi-structured interviews and structured interviews. </div><div class="MsoNormal"><br />
<b>Steps in analytic induction</b></div><ul><li>Rough definition of the phenomenon</li>
<li>Develop hypothetical explanation</li>
<li>Continue by choosing cases and study the cases and see if they are in line with the hypotheses</li>
<li>When a negative case occurs, redefine the hypothesis to exclude the negative case or reformulate the hypothesis.</li>
<li>Continue to study more cases.</li>
<li>Consider known negative cases as well</li>
<li>Selecting likely negative cases is requirement and account for negative</li>
</ul><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 33 Descriptive Statistics</u></b><br />
<b><u><br />
</u></b></div><div class="MsoNormal">The role of descriptive statistics is to summarize your results.</div><div class="MsoNormal"><br />
<b>Variables and levels of measurement</b></div><ul><li>Nominal variables (categorical) - They have no true numerical value and no calculations can be done on them.</li>
<li>Ordinal variables – rank ordered variables. Eg. Level of education</li>
<li>Interval variables – this are also ordered, but have uniform distance between possible values. We can perform some basic calculations on them.</li>
<li>Ratio level intervals - these are also ordered equal intervals. They have true zero point. Ratios can be calculated on these.</li>
</ul><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Measures of central tendency</b></div><div class="MsoNormal">The purpose is to find one value that best describes the values – eg. Mean, median, mode. <br />
<ul><li>For nominal data, we can only use mode. </li>
<li>Mean is most stable and it can be applied for more calculations. But it may be skewed if there are some outliers (high values or low values).</li>
<li>Mode is an actual value from the data. It is not affected by outliers.</li>
</ul></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Measures of dispersion</b></div><div class="MsoNormal">Shows how far scores spread out around the central point.</div><div class="MsoNormal">Eg. Range, interquartile range (range of the middle 50%), variance, standard deviation, confidence intervals.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 34 Frequencies, Cross-tabulation and the Chi-Square Statistic</u></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Cross-tabulation tables (contingency table/bivariate table)</b> – shows categories of one variable shown as rows and the categories of the second variable shown as columns. It reports the number of cases that belong in that cell (cases that fit in that particular category of each of the two variables.)</div><div class="MsoNormal"><br />
<b>Pie charts </b>are used to understand how a particular variable is distributed/to show proportions.</div><div class="MsoNormal">Don’t use pie charts:<br />
<ul><li>When respondents may have selected more than 1 choice</li>
<li>When there are too many variables (don't use for more than 6 variables.)</li>
</ul></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>Chapter 35 Sequential event analysis</u></b><br />
<b><u><br />
</u></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Markov model approach</b></div><div class="MsoNormal">It examines sequences step by step. It breaks up each step to examine their sequence. It assumes that the conditional probability of the occurrence of a certain event depends only on the event immediate proceeding it. Types of Markov model:</div><ul><li>Zero-order model – shows only frequency of occurrence of each event.</li>
<li>1<sup>st</sup> order Markov model (state transition matrix) – shows probability of corresponding row sate to the column state in percentage.</li>
<li>2<sup>nd</sup> order Markov model – considers 2 steps.</li>
</ul><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><br />
<b>Optimal matching approach</b> - compares similarities and dissimilarities of two complete sequences.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><b style="mso-bidi-font-weight: normal;"><u>Chapter 36 Correlation</u></b><br />
<b><u><br />
</u></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Correlation</b> is used to examine the relationship between two variables. It measures proportion of the variability in one variable that is explained by the variability in the other variable. Scatter diagram may be used.</div><div class="MsoNormal"><br />
<b>Types of Correlation</b></div><ul><li>When perfectly correlated, all the variability in one variable is explained by variability in the other. But when there is no correlation, none of the variability in one is explained by the other.</li>
<li>Positive correlation shows that when one variable increases the other increases as well. But Negative correlation means when one variable increases, the other decreases.</li>
</ul><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Widemuth (2009)</span></div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><b style="mso-bidi-font-weight: normal;">Chapter 37 Comparing means</b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">T-tests</b> are used to compare results from two groups (two samples). It compares mean scores from the two groups. The t-score shows the difference between the mean of the two samples. The p-score shows the probability that the result was due to chance. </div><div class="MsoNormal"><br />
<b>Analysis of variance (ANOVA) – </b>compares means like t-tests, but in more than two groups. Variance between groups is treated as “signal” and the variance within each group as “noise”. When there is a lot of signal, but not much noise, it means that there is a meaningful difference among the means. But if there is low signal but high noise, there is not much difference.<br />
<br />
<span style="font-size: large;">Sources</span><br />
<br />
<br />
<div class="MsoBibliography" style="margin-left: 0.5in; text-indent: -0.5in;">Connaway, L. S. & Powell, R.R. (2007). Chapter 9. In <i>Basic Research Methods or Librarians</i> (5th ed.). California.</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Wildemuth, B. M. (2009). Chapter 29-37. In <i>Applications of Social Research Methods to Questions in Information and Library Science.</i> Connecticut.</div></div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-70440184650697539682011-10-07T19:23:00.000-07:002011-10-07T19:28:08.305-07:00Key Concepts Blog: Data Collection Techniques Readings<div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span></div><div class="MsoNormal"></div><div class="MsoNormal"><u><b>Chapter 18 Transaction Logs</b></u></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b>Transaction Log Analysis (TLA)</b></div><div class="MsoNormal">TLA is used to study user system interaction (like browse behaviors) and system-mediated interpersonal interaction (like reference and support chat services). There are server side and client side TLA. Server side TLA is cheaper and unobtrusive, but has ethical concern. Client side TLA is expensive and needs contact with participants.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Advantages and Disadvantages of TLA</b></div><div class="MsoNormal">Advantages are Accurate because data is captured as they occur, draws on large volume of data, and it is appropriate for both experimental and field study Types.</div><div class="MsoNormal">Disadvantages are it does not record context of users like motives, difficulty to distinguish between individual users and very large amount of data.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Wildemuth (2009)</span><b><u> </u></b><br />
<b><u>Chapter 19 Think-Aloud Protocols</u></b></div><div class="MsoNormal"><br />
<b>Think-aloud Protocols</b></div><div class="MsoNormal">Subjects speak aloud what they are thinking while performing tasks during an experiment. It is used to understand subject’s cognitive processes. It is used in LIS to study search tactics, processes and strategies. Some kinds of think-aloud protocols are concurrent versus retrospective and individual versus collaborative.</div><div class="MsoNormal"><br />
<b>Advantages and Disadvantages</b></div><div class="MsoNormal">Advantages</div><div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l8 level1 lfo6; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Relatively easy to collect data.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l8 level1 lfo6; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Makes it possible to investigate reactions, feelings and problems of subjects – difficult to do this with other methods.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l8 level1 lfo6; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Shows sequential steps of subject’s cognitive process over a period of time rather than obtaining a general description at the end of the process (detailed data)</div><div class="MsoNormal">Disadvantages</div><div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Slower task performance speed during experiment because they have to speak.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>May influence the thinking process on the task (may disrupt or improve task).</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span><u><b> </b></u><br />
<u><b>Chapter 20 Direct Observation</b></u></div><div class="MsoNormal"><br />
<b>Direct observation</b> is watching actions or behaviors of participants in a particular setting and making field notes and/or times, counting or rating behaviors or events. There are two types – participant and nonparticipant observation. May be combined other methods like interview.</div><div class="MsoNormal"><br />
<b>Advantages and Disadvantages</b></div><div class="MsoNormal">Advantages - Better accuracy than asking questions</div><div class="MsoNormal">Disadvantages:</div><div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l11 level1 lfo8; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Problem of observing behaviors that occur infrequently and at unpredictable times.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l11 level1 lfo8; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Obtrusive (people may change their behavior when observed)</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l11 level1 lfo8; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Ethical issues – privacy and confidentiality of participants.</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Procedures</b></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Gaining access to the setting</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Gaining consent of individuals to be observed</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Plan a sample (eg. Particular time intervals.)</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Decide which people to observe.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Collect data using observation schedule or checklist.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Sometimes, video and audio recordings are used (may be more obtrusive)</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Pre-analysis of data</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Analysis of data – qualitative or interpretive approaches may be used.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo9; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Leaving the field.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span><u><b> </b></u><br />
<u><b>Chapter 21 Participant observation</b></u></div><div class="MsoNormal"><br />
<b>What is Participant Observation</b></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo10; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Observer is participant in the setting</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo10; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Such participation leads to better understanding of topic of study</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo10; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>This understanding can lead to better theories about social processes.</div><div class="MsoNormal">Usually uses interpretive research paradigm – reality is socially constructed. Usually researcher needs permission from gatekeepers of the culture to be in the setting.</div><div class="MsoNormal"><br />
<b>Types of Participant Observation</b></div><div class="MsoNormal">Passive participation (being physically present in the setting)</div><div class="MsoNormal">Complete participation (full membership or active participant - true member of the culture)</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span></div><div class="MsoNormal"><u><b>Chapter 22</b><b style="mso-bidi-font-weight: normal;"> Research Diaries</b></u></div><div class="MsoNormal"><br />
<b>Research Diaries </b></div><div class="MsoNormal">Research diaries are usually solicited diaries. Types - unstructured, semi structured, or structured (eg. logs). The advantages of Research diaries are they captures ordinary events that might be neglected by other methods and information recorded at or close to the time of the event. However, they impose significant burden on participants and researcher.<b style="mso-bidi-font-weight: normal;"> </b><br />
<br />
<b>Considerations:</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Amount of structured on diary entries</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Record making triggers.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>How long should the diary be kept?</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Frequencies and intervals (between an event and recording)</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Technologies for capturing diaries (eg. Audio visual, web-based)</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Using with interview method.</li>
</ul><div class="MsoNormal"></div><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span><u><b> </b></u><br />
<u><b>Chapter 23 Unstructured Interviews</b></u></div><div class="MsoNormal"><br />
<b>Unstructured Interviews</b></div><div class="MsoNormal">Also called informal conversational interview, in-depth interview or non-standardized interview or ethnographic interview. Question and answer categories are not predetermined. It is usually part of participant observation. Ideally, the researcher follows the respondent’s narration and generates questions based on his/her reflection of the narration. Aide-memoire may be used – agenda/broad guide to topics/issues that might be covered – open ended and flexible.</div><div class="MsoNormal"><br />
<b>How to conduct unstructured interview:</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Accessing the setting.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Understanding the language and culture of the interviewees.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Presenting oneself (researcher is learner in the conversation trying to understand the interviewee’s experiences from the interviewee’s point of view).</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Gaining trust</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Capturing the data – note taking, audio recording, memory techniques</li>
</ul><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span></div><div class="MsoNormal"><b><u>Chapter 24 Semistructured Interviews</u></b></div><div class="MsoNormal"><br />
<b>Semistructured Interviews</b></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l12 level1 lfo13; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Has predetermined questions (interview guide)</div><div class="MsoListParagraphCxSpLast" style="mso-list: l12 level1 lfo13; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>The order of questions can be modified, wording can be changed, a question might be omitted or added as necessary.</div><div class="MsoNormal">In contrast, structured interview is like survey except it is conducted personally.</div><div class="MsoNormal"><br />
<b>Interview guide for semi-structured interview</b></div><div class="MsoNormal">It may have four types of questions - essential questions, extra questions, throw-away questions and probing questions (asking elaborations to elicit more information).</div><div class="MsoNormal">Questions to avoid are affectively worded questions, double-barreled questions (two issues in one question) and complex questions (instead use brief, concise and to-the-point questions).</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span><u><b> </b></u><br />
<u><b>Chapter 25 Focus Group</b></u></div><div class="MsoNormal"><br />
<b>Focus Group interview </b>is a group of individuals selected and assembled by researchers to discuss and comment on the research topic based on their personal experience. Members are encouraged to talk to each other as well as the researcher and data collected includes their discussion with each other as well. Researcher should pay attention to the consensus as well as opposing views.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Steps/Issues</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Decide the objectives of the research and issues of discussion in advance.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Select moderator – keeps the discussion on track.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Identifying and recruiting appropriate participants – decide the characteristics of the people you want to participate in advance.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>During the session – select a site that is quite, comfortable, private enough and has minimum interruptions.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Let participants to get comfortable with other before the session starts.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Understanding your results – since this will be qualitative data, it needs transcriptions/detailed notes and coding data based on themes.</li>
</ul><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span></div><div class="MsoNormal"><u><b>Chapter 26</b><b style="mso-bidi-font-weight: normal;"> Survey Research</b></u></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Survey Research</b> is a popular method, but needs extensive planning. You have to carefully consider your objectives when choosing participants, design and administer survey and data analysis methods.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Steps</b></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;"><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Design the survey instruments – prepare set of questions. </li>
</ul></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>The questions have influence on the number of responses and validity of responses..</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>May be closed ended questions or open ended questions (for exploratory research)</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Organize questions appropriately.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Consider physical appearance.</div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Pretesting (by experts) and pilot testing (by a small subset of the sample)</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Administering the survey – by mail, e-mail, website, online chat, phone …</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>To increase response rate</li>
</ul><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Contact individuals multiple times, thank you notes and reminders and collaborating with organizations, incentives for participating.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;"><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Analyzing responses.</li>
</ul></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>For descriptive and comparative purposes.</div><div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo2; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Open ended questions needs categorizing responses.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Wildemuth (2009)</span><b><u> </u></b><br />
<b><u>Chapter 27 Measuring Cognitive and Affective Variables</u></b></div><div class="MsoNormal"><br />
<b>Measuring cognitive and affective variables</b></div><div class="MsoNormal">These are variables like attitudes, beliefs, feelings, interests etc. These variables need to be operationalized.</div><div class="MsoNormal"><br />
<b>Steps</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Identifying appropriate inventory (standards of measurement) from previous researches – checking from other researches how they measured that variable.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Assessing reliability and validity of an inventory. It has to be consistent</li>
</ul><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"></div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><span style="font-size: large;">Wildemuth (2009)</span><u><b> </b></u><br />
<u><b>Chapter 28</b><b style="mso-bidi-font-weight: normal;"> Developing new measures</b></u></div><div class="MsoNormal" style="text-align: justify;"><br />
Cognitive and affective variables cannot be directly observed. The objective is to quantify the amount or level of such variables</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Likert Scales</b> and other similar scales use a five point scale like from strongly agree to strongly disagree.</div><div class="MsoNormal" style="margin-left: 1.5in; text-align: justify; text-indent: -1.5in;"><b style="mso-bidi-font-weight: normal;">4-point scale</b> – does not allow a neutral response.</div><div class="MsoNormal" style="margin-left: 1.5in; text-align: justify; text-indent: -1.5in;">We have to be careful not to use ambiguous wording.</div><div class="MsoNormal" style="margin-left: 1.5in; text-align: justify; text-indent: -1.5in;"><br />
</div><div class="MsoNormal" style="margin-left: 1.5in; text-align: justify; text-indent: -1.5in;"><span style="font-size: large;">Connway and Powell (2007)</span></div><div class="MsoNormal" style="margin-left: 1.5in; text-align: justify; text-indent: -1.5in;"> <u><b>Chapter 5</b></u></div><div class="MsoNormal"><br />
<b>Advantages and disadvantages of Questionnaire</b></div><div class="MsoNormal">Advantages</div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Encourages frank answers</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Eliminates interviewer bias due to verbal presentation of questions.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Eliminates variation in the questioning process.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Can be completed at the convenience of respondents (esp. mail questionnaire) which gives time to respondents and thus more accurate answers.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Suited for quantitative data collection.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Enables to collect large amount of data in a short time.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Relatively inexpensive.</li>
</ul><div class="MsoNormal">Disadvantages</div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Persons who are highly motivated about the topic are likely to return.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Difficult for uneducated people, which results in a biased return.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>High non-response rates.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Electronic questionnaire can reach only those who have access to the technology.</li>
</ul><div class="MsoNormal" style="margin-left: 1.5in; text-align: justify; text-indent: -1.5in;"></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Observation</b></div><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Observational study is done by watching attentively in a systematic manner. Data is collected not by asking but by observing. Observation can be considered as research method or data collection method to be used in another research method. As data collection technique, it may be us</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span><span style="font-size: large;"> </span><br />
<span style="font-size: large;">Sources</span><br />
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;"></div><div class="MsoBibliography" style="margin-left: 0.5in; text-indent: -0.5in;">Connaway, L. S. & Powell, R.R. (2007). Chapter 5. In <i>Basic Research Methods or Librarians</i> (5th ed.). California.</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Wildemuth, B. M. (2009). Chapter 18-28. In <i>Applications of Social Research Methods to Questions in Information and Library Science.</i> Connecticut.</div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-47586885490799170242011-10-05T09:40:00.000-07:002011-10-05T09:40:32.697-07:00Article Review #2<!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Version>14.00</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:ApplyBreakingRules/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin-top:0in;
mso-para-margin-right:0in;
mso-para-margin-bottom:10.0pt;
mso-para-margin-left:0in;
line-height:115%;
mso-pagination:widow-orphan;
font-size:12.0pt;
mso-bidi-font-size:11.0pt;
font-family:"Times New Roman","serif";
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
</style> <![endif]--><!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Version>14.00</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:ApplyBreakingRules/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin-top:0in;
mso-para-margin-right:0in;
mso-para-margin-bottom:10.0pt;
mso-para-margin-left:0in;
line-height:115%;
mso-pagination:widow-orphan;
font-size:12.0pt;
mso-bidi-font-size:11.0pt;
font-family:"Times New Roman","serif";
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
</style> <![endif]--> <div class="MsoNormal">Meskerem Goshime</div><div class="MsoNormal">October 5, 2011</div><div class="MsoNormal">Article Review 2</div><div class="MsoNormal"><br />
</div><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"></span> <div align="center" class="MsoBibliography" style="text-align: center;"><span style="font-size: 11.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Clark, C. and Hawkins, L.</span><span style="mso-bidi-font-family: "Times New Roman"; mso-no-proof: yes;"> </span><span style="mso-no-proof: yes;">(2011). <i>Public Libraries and Literacy.</i> Retrieved October 4, 2011, from http://www.literacytrust.org.uk/assets/0000/7424/Public_libraries_literacy_2011.pdf</span><b><span style="mso-bidi-font-family: "Times New Roman"; mso-no-proof: yes;"><span style="mso-tab-count: 1;"> </span></span></b><span style="mso-bidi-font-family: "Times New Roman";"></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Introduction</span></div><div class="MsoNormal" style="text-indent: .5in;">This paper reported the results of one part of a large survey regarding young people’s reading and writing.<span style="mso-spacerun: yes;"> </span>This report particularly addressed the part of the survey regarding public library use of young people.</div><div class="MsoNormal" style="text-indent: .5in;">The research followed quantitative approach.<span style="mso-spacerun: yes;"> </span>It is analytical descriptive survey that showed correlations between several variables.<span style="mso-spacerun: yes;"> </span>Even though it cannot prove its existence, it suggests the possibility of casual relationships.</div><div class="MsoNormal" style="text-indent: .5in;">This research is of interest to me because I also plan to use the same methodology to address my research problem, although I also plan to incorporate some exploratory and qualitative methods.<span style="mso-spacerun: yes;"> </span>Moreover, the topic of reading among children, which is addressed in this research, is related to my topic of interest.</div><div class="MsoNormal"><span style="font-size: large;">Problem Statement</span></div><div class="MsoNormal" style="text-indent: .5in;">The research questions addressed by this report were young people’s use of public libraries with age and background demographics, factors influencing why they use or do not use public libraries with age and background demographics, the link between public library use and their reading behavior, and the link between public library use and their school attainment.</div><div class="MsoNormal"><span style="font-size: large;">Literature Review</span></div><div class="MsoNormal" style="text-indent: .5in;">This report did not include literature review on the subject.<span style="mso-spacerun: yes;"> </span>However, it certainly is a huge contribution of knowledge on the topic of young people’s reading behavior as it used a very large sample size and assessed a large number of variables.</div><div class="MsoNormal"><span style="font-size: large;">Method</span></div><div class="MsoNormal" style="text-indent: .5in;">The sample of this study was 17,089 students aged 8 to 16 from 112 schools in Britain.<span style="mso-spacerun: yes;"> </span>The research also considered socio economic background, ethnic background and gender when collecting and analyzing the data.<span style="mso-spacerun: yes;"> </span>There was an almost equal gender split in the sample, although there was difference in the number of participants with age group and ethnic background in the sample.</div><div class="MsoNormal" style="text-indent: .5in;">The research used online survey consisting of 32 questions regarding young people’s background, reading and writing behavior, perceived ability and attitudes.<span style="mso-spacerun: yes;"> </span>This report especially addressed the questions regarding public library use</div><div class="MsoNormal"><span style="font-size: large;">Caveats</span></div><div class="MsoNormal" style="text-indent: .5in;">It is not clear to me from the report how the schools were chosen.<span style="mso-spacerun: yes;"> </span>However, it seems that the research involved all students in those schools.<span style="mso-spacerun: yes;"> </span>The difference in number of participants with ethnic background seems to reflect the proportion in the population.<span style="mso-spacerun: yes;"> </span>However, it is not clear to me why there was a large difference in the number of participants by age group, with majority of participants between ages 11 and 12.<span style="mso-spacerun: yes;"> </span>One can imagine that if the sample had an even percentage of participants from all age groups, the total percentage of students who use public libraries might be different.<span style="mso-spacerun: yes;"> </span>This especially has significance because the research reported that “public library use declined drastically and significantly with age” and “47.8% of young people surveyed said they do not use the public library at all (Clark, 2011, p. 8).”</div><div class="MsoNormal" style="text-indent: .5in;">Apart from the finding regarding total percentage of children using public libraries, all the other findings in the research appears to be very reliable and I think this research has a huge contribution to knowledge on the topic.</div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-11000505855946312722011-09-30T14:39:00.000-07:002011-10-04T20:16:05.696-07:00Key Concepts Blog: Methods/Ethics/ Theory Readings<div class="MsoNormal"><span style="font-size: large;">Connaway and Powell (2007)</span></div><div class="MsoNormal"><u><b><span style="font-size: small;">Chapter 3 Selecting the Research Method</span></b></u></div><div class="MsoNormal"><br />
<b>Action Research</b> – is a type of applied research. It has direct application to immediate workplace. It is usually done by external researcher who works with organizational members to solve a problem. Applied research may have broader purpose to contribute to the profession. But action research is for direct application.</div><div class="MsoNormal"><br />
<b>Historical Research </b>– is reconstructing the past systematically and objectively by collecting, evaluating, verifying and synthesizing evidence. It is usually done in relation to hypothesis concerning causes, effects and trends of past events.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Connaway and Powell (2007) </span><br />
<u><b><span style="font-size: small;">Chapter 4 Survey Research and Sampling</span></b></u></div><div class="MsoNormal"><br />
<b>Survey research</b> is studying a small number selected from a large group and make inferences about the large group. It is used to gather contemporary data (unlike historical), to study large number of cases and for exploratory analysis of relationships. It does not manipulate the independent variable like experimental research.</div><div class="MsoNormal"><br />
<b>Purposes of descriptive survey:</b></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Describes the characteristics of the population.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Estimates proportions in the population.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Make specific predictions.</div><div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Test associational relationships.</div><div class="MsoNormal">Descriptive survey cannot test casual relationship. However it can show correlation between variables.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Wildemuth (2009) </span><br />
<u><span style="font-size: small;"><b>Chapter 6 Questions Related to Theory</b></span></u></div><div class="MsoNormal"><br />
<b>Theory according to Mintzberg (2005)</b></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>It is not true. Instead, it is simplification of complicated realities.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Theory development is neither objective nor deductive.</div><div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Developing theory is inductive, but testing theory is deductive.</div><div class="MsoNormal"><br />
<b>Theory according to Kuhn (1996)</b></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>Theories are essentially, if not actually, true.</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>They describe a phenomenon well.</div><div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span>A theory works only until a “critical mass of anomalies and exceptions to it are found” – then it has to be replaced.</div><h1><span style="font-size: large;">Sources</span></h1><div class="MsoNormal"></div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Connaway, L. S. & Powell, R.R. (2007). Chapter 3 & 4. In <i>Basic Research Methods or Librarians</i> (5th ed.). California.</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Wildemuth, B. M. (2009). Chapter 6. In <i>Applications of Social Research Methods to Questions in Information and Library Science.</i> Connecticut.</div><div class="MsoNormal"><br />
</div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-47167228575789336162011-09-20T18:36:00.000-07:002011-09-20T18:38:12.591-07:00Key Concepts Blog: Literature Review Readings<div class="MsoNormal"><span style="font-size: large;">University of Toronto</span></div><div class="MsoNormal"><b>Definition of Literature Review</b></div><div class="MsoNormal">Literature review is an account of what has been published on a topic by accredited scholars and researchers.</div><div class="MsoNormal"><b>Writing the Literature Review</b></div><div class="MsoNormal">The literature review should be organized into sections that present themes or identify trends, including relevant theory. It should not be a listing of summary of literature one after the other. Include overall introduction and conclusion stating scope and formulating question, problem or concept. Organize materials into sections. Include critical assessment of the materials.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">University of California, Santa Cruz </span></div><div class="MsoNormal"><b>Literature Review</b></div><div class="MsoNormal">Literature Review has 4 stages like a primary research</div><ul><li><span style="font: 7pt "Times New Roman";"></span>Problem formulation – field, topic and component issues</li>
<li><span style="font: 7pt "Times New Roman";"></span>Literature search – finding relevant materials</li>
<li><span style="font: 7pt "Times New Roman";"></span>Data evaluation – evaluating the materials</li>
<li><span style="font: 7pt "Times New Roman";"></span>Analysis and interpretation – discussing findings and conclusions of the literature</li>
</ul><div class="MsoNormal"><b>Considerations during literature review</b></div><ul><li><span style="font: 7pt "Times New Roman";"></span>Provenance – credibility of author and the research</li>
<li><span style="font: 7pt "Times New Roman";"></span>Objectivity</li>
<li><span style="font: 7pt "Times New Roman";"></span>Persuasiveness</li>
<li><span style="font: 7pt "Times New Roman";"></span>Value/significance</li>
</ul><div class="MsoNormal"><span style="font-size: large;"><span style="line-height: 115%;">Widener University</span></span></div><div class="MsoNormal"><b><span style="line-height: 115%;">Important aspects of Literature Review</span></b></div><ul><li><span style="font: 7pt "Times New Roman";"></span>How do studies fit together - similar findings and contradictory findings</li>
<li><span style="font: 7pt "Times New Roman";"></span>Important variables, concepts, ideas and issues across all the literature examined</li>
<li><span style="font: 7pt "Times New Roman";"></span>Connections between these concepts </li>
<li><span style="line-height: 115%;"><span style="font: 7pt "Times New Roman";"></span></span><span style="line-height: 115%;">Summarizing comments regarding general patterns in the literature</span><span style="line-height: 115%;"></span></li>
</ul><div class="MsoNormal"><b>Some Typical ways of organizing a literature review</b></div><ul><li><span style="font: 7pt "Times New Roman";"></span>Thematic organization</li>
<li><span style="font: 7pt "Times New Roman";"></span>Arguments in the field</li>
<li><span style="font: 7pt "Times New Roman";"></span>Conceptual analysis</li>
<li>Critical review of methodology</li>
</ul><div class="MsoNormal"><h1 style="font-weight: normal;"><span style="font-size: large;">Sources</span></h1><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;"> D'Onofiro, A. (2001). <i>Reviews of Literatre for ed 510</i>. Retrieved September 20, 2011, from Widener University: http://muse.widener.edu/~aad0002/510review.htm</div><div class="MsoBibliography" style="margin-left: 0.5in; text-indent: -0.5in;"><br />
</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Taylor, D. (n.d.). <i>The Literature Review</i>. Retrieved September 20, 2011, from University of Toronto: http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;"><br />
</div><div class="MsoBibliography" style="margin-left: 0.5in; text-indent: -0.5in;">University of California Santa Cruz, University Library. (n.d.). <i>Write a LIterature Review</i>. Retrieved Septemer 20, 2011, from University of California Santa Cruz, University LIbrary: http://library.ucsc.edu/help/howto/write-a-literature-review</div><div class="MsoNormal"><br />
</div></div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-19423662435417519922011-09-20T07:47:00.000-07:002011-09-20T09:22:39.289-07:00Article Review #1<div class="MsoNormal" style="line-height: normal;">Meskerem Goshime</div><div class="MsoNormal" style="line-height: normal;">September 20, 2011</div><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"></span> <br />
<h1 align="center" style="line-height: normal; text-align: center;"><span style="color: windowtext; font-family: "Times New Roman","serif"; font-size: 12pt;">Connaway, L. S., Dickey, Timothy J., & Radford, Marie L. (2011). "If it is too inconvenient I'm not going after it:" Convenience as a critical factor in information-seeking behaviors. <i>Library & Information Science Research, 33</i>, 179-190.</span><span style="color: windowtext; font-family: "Times New Roman","serif"; font-size: 12pt; font-weight: normal;"></span></h1><div class="MsoNormal" style="line-height: normal;"><br />
</div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><b>Introduction</b></span></div><div class="MsoNormal" style="line-height: normal; text-indent: .5in;">This article reports findings of a research project made in two phases. The research explored “the emergence of the concept of convenience as a critical factor in information-seeking choices among a variety of different types of people, across a period of several years, and in a variety of contexts (Connaway et. al, 2011).”</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">This article may be relevant to my research proposal as I am currently considering the topic "information search behavior of high school and college students" with a focus on the process of searching and finding information resources for the purpose of school projects. I am considering using firsthand accounts of students in the form of a diary of their information search process, while working on a school project, describing each of the sources they tried, their success or failure in finding the information they need, and their feelings and opinions along the process.</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: large;"><b>Research Question</b></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">The research questions of this study were “Why do people choose one information source instead of another?” and “What factors contribute to their selection of information sources?”</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: large;"><b>Population, Data Sources, Data Collection and Data Analysis</b></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">This is a non-experimental research which employed a variety of qualitative and quantitative methods to collect the data (data triangulation). The population for the first part of this study was faculty, undergraduate and graduate students of 44 colleges and universities in Mid-Western U.S. Methodologies used were investigation (exploratory study), online survey and telephone follow up interview of randomly selected subjects, exploratory focus group interviews and follow up semi-structured interviews with a subset of focus group participants in a natural setting. The second part of the research, seeking synchronicity project, was conducted after a three year period (longitudinal study). This part used online survey and telephone interviews of reference service users and non-users. The population for this part of the study is not clear to me from the report. However, judging from the findings presented, I would guess that it involved public library virtual reference service users. (Age groups from age 12 and rural, urban and sub-urban categories are mentioned in the findings.) </div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"> </b>The results from all the methodologies used strongly showed that convenience is a factor for making choices in both academic and everyday-life information seeking. It also concluded that this is especially prevalent among younger people, but also holds across all different categories used in the research.</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: large;"><b>Literature Review</b></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">Literature review of this article cited different previous researches in relation to users’ preference of information sources that are convenient and easy to use, particularly the internet. As a theoretical base, the research cites the “rational choice theory” (developed in economics), which states that “even the most complex social behavior may be viewed in terms of discrete and elementary individual actions. …each individual choice among actions is rationally directed towards their own values.” (Connaway et. al, 2011) Gratification theory, which suggests that at least for poorer subjects, information must be easily and timely accessible, is also cited. Gratification theory states that poor people seek immediate gratification. </div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">The literature review did not explicitly point out a gap in the literature that it attempts to fill. Its findings seem similar to previous researches. However, the fact that this study was conducted on a large population, over a period of time, and using various methodologies makes it significant in understanding the topic.</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="font-size: large;"><b>Caveats</b></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">Even though users were asked about their information use behavior in their academic and every-day life information needs, the report did not explain whether even sampling is made from people in academy and people not in academy, but the results seem to be generalized to all.</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;">Even though a longitudinal research was made comparing results in a period of three years, I was not able to determine from the report if the same population is used for the second online survey. It is explicitly mentioned that the population used in the first online survey is faculty, and undergraduate and graduate students. However, the second online survey seems to be on public library reference service users, as I mentioned above. If the population used is indeed different, it may not be valid to compare the two results. However, on the other hand, the consistency of the results still suggests that the results are probably valid in varied population groups.</div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-56100525854398196992011-09-16T07:44:00.000-07:002011-09-16T08:23:21.916-07:00Key Concepts Blog: Developing the Research Study Readings<div class="MsoNormal"><span style="font-size: large;">Patten (2000) Topic 14</span></div><div class="MsoNormal"><u><b>Reasons for Reviewing Literature</b></u><br />
<b> </b><br />
<b>First steps when planning to do research:</b></div><ul><li>Identify a broad problem area</li>
<li><span style="font: 7pt "Times New Roman";"></span>Review literature on the topic (theoretical and research literature)</li>
</ul><div class="MsoNormal"><b>Uses of Literature review</b></div><ul><li><span style="font: 7pt "Times New Roman";"></span>To identify a testable hypothesis.</li>
<li><span style="font: 7pt "Times New Roman";"></span>Replicating a study – mimic an original study in all important respects.</li>
<li><span style="font: 7pt "Times New Roman";"></span>Modified replication - eg. new population, improved measurement technique etc.</li>
<li><span style="font: 7pt "Times New Roman";"></span>Resolve conflict in previous research.</li>
<li><span style="font: 7pt "Times New Roman";"></span>May help to come up with a new idea.</li>
<li>To identify measuring tools/instruments and avoid those found to be not good.</li>
<li><span style="font: 7pt "Times New Roman";"></span>To see how research reports are written.</li>
<li><span style="font: 7pt "Times New Roman";"></span>To be able to cite relevant literature and show importance of the research and how it flows with previous research.</li>
</ul><div class="MsoNormal"><br />
<span style="font-size: large;">Patten (2000) Topic 15</span></div><div class="MsoNormal"><b><u>Locating Literature Electronically</u> </b><br />
<b>Descriptor</b> – a key subject-matter term used to describe a record in a database.</div><div class="MsoNormal"><b>Thesaurus </b>– is used to determine which descriptors are available in relation to a topic.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Patten (2000) Topic 16</span></div><div class="MsoNormal"><u><b>Writing Literature Review</b></u></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l4 level1 lfo3; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span><b>Name and describe the broad problem area</b> and provide conceptual definitions of major terms.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l4 level1 lfo3; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span><b>Establish importance of the topic</b> – by showing that the topic was deemed important to be investigated by others researchers or by citing statistics regarding the population of interest.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l4 level1 lfo3; text-indent: -.25in;">-<span style="font: 7pt "Times New Roman";"> </span><b>Topic-by-topic description of relevant research</b> – provide major and minor subheadings.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level2 lfo3; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Group similar references.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level2 lfo3; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Point out conflicts.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level2 lfo3; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Indicate results of the researches (may not be necessary to describe methodology except when pointing out weaknesses in the methodology.)</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level2 lfo3; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Summarize and relate the review to your study.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Williamson (2000) Chapter 3</span><br />
<span style="font-size: large;"><span style="font-size: small;"><u><b>The Beginning Stages of Research </b></u></span></span></div><div class="MsoNormal"><b>Theory</b> is systematic explanation of observed facts and laws. It is a complex set of relationships amongst variables. Theoretical framework of a project describes key ideas underpinning the research and how they are related. Theory may be developed from observation, discussions and literature review. After the research is completed, theory will be developed based on findings, which incorporates initial theoretical ideas.</div><div class="MsoNormal"><b>Literature Review</b> is identifying, locating, synthesizing and analyzing the conceptual literature, research reports, articles, conference papers, books, thesis etc. related to the research topic. It should include evaluative/critical judgments about the literature and present comparison of ideas and research findings tying them together. Its purpose is to provide background and context for the research.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Wildemuth (2009) Chapter 2</span></div><div class="MsoNormal" style="tab-stops: .75in;"><b><u>Developing a Research Question</u></b></div><div class="MsoNormal" style="tab-stops: .75in;"><b>Attributes of a Good Research Question</b></div><ul><li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Clear, unambiguous, and easily understood</li>
<li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Specific enough to suggest the data that need to be collected during the study.</li>
<li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Answerable/feasible to collect the needed data.</li>
<li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Interconnected with important concepts or phenomena</li>
<li><span style="font-family: Symbol;">S</span>ubstantively relevant to the field.</li>
</ul><div class="MsoNormal" style="tab-stops: .75in;"><b>To determine the feasibility</b> of the research question, consider the following:</div><ul><li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Access to the people whom you want to be participants of the study.</li>
<li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Equipment and material resources needed for the study and expertise to use equipment and software – (eg. Computer, software, printing and mailing video recording, audio recording, financial incentives for participants…)</li>
<li><span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"></span></span>Political support needed to do the study (eg. From organization’s management).</li>
</ul><div class="MsoNormal"><br />
<span style="font-size: large;">Wildemuth (2009) Chapter 3</span></div><div class="MsoNormal" style="tab-stops: .75in;"><b><u>Questions Originating in Library and Information Practice</u></b></div><div class="MsoNormal" style="tab-stops: .75in;"><b style="mso-bidi-font-weight: normal;">Evidence based practice</b> is when information professionals base their decisions on the strongest evidence available.</div><div class="MsoNormal" style="tab-stops: .75in;"><b style="mso-bidi-font-weight: normal;">Formulating practice-based research question</b></div><div class="MsoNormal" style="tab-stops: .75in;">The question should be expressed in somewhat abstract form to make it of interest beyond the local setting, but not too abstract/generalized that it can no longer be of interest or support decisions in local setting.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Wildemuth (2009) Chapter 5</span></div><div class="MsoNormal" style="tab-stops: .75in;"><b><u>Testing Hypothesis</u></b></div><div class="MsoNormal" style="tab-stops: .75in;"><b style="mso-bidi-font-weight: normal;">Hypotheses in Social Science</b> usually make a statement about the relationship between two variables. The researcher has an obligation to test its accuracy to the best of his/her ability.</div><div class="MsoNormal" style="tab-stops: .75in;"><b style="mso-bidi-font-weight: normal;">Sources of hypotheses</b> could be direct experience, prior studies, or established theory.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Pyrezak (2008) Apendix D</span><br />
<span style="font-size: large;"><span style="font-size: small;"><u><b>Checklist of Evaluation Questions</b></u></span> </span></div><div class="MsoNormal" style="tab-stops: .75in;"><b style="mso-bidi-font-weight: normal;">Considerations in the introductory part and general organization of literature review:</b> specificity of problem area, presentation of the importance of the problem and underlying theories, organizing the citations by topics and subheadings, provide conceptual definitions, cite sources for factual statements, and ensure logical flow of research purposes, questions or hypotheses.</div><div class="MsoNormal" style="tab-stops: .75in;"><b style="mso-bidi-font-weight: normal;">Considerations in choosing literature to review: </b>do not use too many sources for a single point, consider importance and currency, distinguish between opinions and research findings, note gaps in literature, and avoid overuse of direct quotes.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Sources</span></div><div class="MsoNormal"><br />
</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Patten. (2000). Topic 14 - 16. In <i>Understanding Research Methods.</i> Pyrezak Publishing.</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Pyrezak, F. (2008). Appendix D. In <i>Evalutaion Research in Academic Journal.</i> Pyrezak Publishing.</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Wildemuth, B. M. (2009). Chapter 2, 3, 5. In <i>Applications of Social Research Methods to Questions in Information and Library Science.</i> Connecticut.</div><div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">Williamson, K. (2000). Chapter 3. In <i>Research Methods fr Students and Professionals: Information Management and Systems.</i></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-40894823777057050622011-09-09T10:57:00.000-07:002011-09-16T08:35:16.202-07:00Key Concepts Blog: Research Traditions Readings<div class="MsoNormal"><span style="font-size: large;">Williamson (2000) Chapter 2</span></div><div class="MsoNormal"><u><b>The Two Major Traditions of Research </b></u><br />
<b>Positivist Research</b></div><div class="MsoNormal">Philosophy – all scientific knowledge should be based on objectively observed experience.</div><div class="MsoNormal">Usually linked with deductive reasoning, quantitative methods (may also include qualitative especially by post-positivists). It seeks to link cause and effect and generalizations eventually made. Researcher tries to refute his/her hypothesis. If data is consistent with hypothesis, the hypothesis is corroborated (i.e. temporarily supported, but not proved).</div><div class="MsoNormal">Post positivists use more natural setting for research, seek more insider (emic) views) and incorporate more qualitative methods.</div><div class="MsoNormal"><b>Interpretivist Research</b></div><div class="MsoNormal">Philosophy – social world is interpreted or constructed (constructivism). It is concerned with meaning.</div><div class="MsoNormal">It is mainly associated with deductive reasoning and qualitative methods. It uses naturalistic inquiry. They plan their research, but less linear. The researcher may make adjustments in light of new perspectives during the research. Emphasis is not given on generalization. However, it needs to be rigorous and validity and reliability are insured by comparing with literature and triangulation.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Pyrczak (2008) – Appendix A</span><br />
<span style="font-size: small;"><b><u>Quantitative and Qualitative Research </u></b></span></div><div class="MsoNormal"><b>Steps in Quantitative Research</b></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Start with hypothesis/purposes derived from previous research or theory.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Select random sample representative to population (relatively large sample of participants).</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Make observations with instruments that can be scored objectively.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Describe results using statistics and make inferences to population.</div><div class="MsoNormal">Quantitative researcher has limited interaction with participants.</div><div class="MsoNormal"><b>Steps in Qualitative Research</b></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Start as general research question, not hypothesis.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Select purposive sample that the researcher believes to be appropriate, not random and not necessarily representative of larger population.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Relatively small sample like one exemplary case or classroom.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Observe with relatively unstructured instruments like semi-structured interviews or unstructured observations.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Observe intensively for extended period of time to get in-depth insight.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Results presented in words with emphasis on the sample, without generalizations to larger population.</div><div class="MsoNormal">It is personal, interactive and characterized by researcher’s awareness of their own orientations, biases, experiences.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Connaway and Powell (2007) Chapter 2</span></div><div class="MsoNormal"><b><u>Developing the Research Study</u> </b><br />
<b>Identification of the Problem</b></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>See and state the problem clearly/precisely.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>It may be from previous related research in the field and gaps in knowledge.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Steps</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Write clear statement of the problem in complete grammatical sentences.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Identify and write sub problems, that when combined, are equal to the whole.</div><div class="MsoNormal"><b>Hypothesis</b></div><div class="MsoNormal">Hypothesis is “tentative propositions set forth to assist in guiding the investigation of a problem or to provide possible explanations for the observations made.”</div><div class="MsoNormal">An ideal hypothesis should be:</div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Generalizable, universal, i.e. hold up in more than one situation. It may also be for a specific situation.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Compatible with existing knowledge/not isolated from larger body of knowledge.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Testable.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Eldredge (2004)</span></div><div class="MsoNormal"><b><u>Inventory of Research Methods for Librarianship and Informatics</u></b><br />
<b>Cohort Design</b></div><div class="MsoNormal">Tracks overtime a defined population that share common characteristics as it encounters a phenomenon </div><div class="MsoNormal">The exposure may be intended or unintended.</div><div class="MsoNormal">Eg. Students’ information literacy before and after they are exposed to library or information instruction</div><div class="MsoNormal">Three types of cohort studies</div><div class="MsoNormal">Retrospective – when study begins after exposure.</div><div class="MsoNormal">Prospective – when study begins before exposure.</div><div class="MsoNormal">Longitudinal – when multiple measurements are taken at regular intervals.</div><div class="MsoNormal"><b>Case Study</b></div><div class="MsoNormal">Investigating a contemporary phenomenon in its real-life context … utilizing multiple sources of evidence</div><div class="MsoNormal">Describes and analyzes the author’s experiences with a process, group, innovation, technology, project, population, program or organization.<br />
<br />
<div class="MsoNormal"><span style="font-size: large;">Patten (2000) Topics 1-10</span></div><div class="MsoNormal"><br />
<span style="font-size: large;">Topic 1</span><b> </b></div><div class="MsoNormal"><b>Empirical Research</b> - is based on observations, but differs from everyday observations because it is carefully planned. </div><div class="MsoNormal"><b>Planning the Research </b>– empirical scientist try to avoid misleading results and poor interpretations by carefully planning why (the research need) and whom (sample or whole population) they observe, and how and when (research instruments) to observe.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 2</span></div><div class="MsoNormal"><span style="font-size: large;"></span></div><div class="MsoNormal"><b>Experimental research</b> is when the researcher gives treatments and observes if they cause any changes. Usually, in an experiment, the group to be studied is divided into two randomly and treatment is given to one group (experimental group) and no treatment is given to the other group (control group). Sometimes, groups may not be assigned at random, but it may still be experimental research. However, the control group should have the same/comparable demographics, background etc. as the experimental group.</div><div class="MsoNormal"><b>Non-experimental research</b> observes subjects in order to describe them as they naturally exist without giving any treatment. Some kinds of non-experimental research are casual comparative research, survey/poll, census, case study, field research/ethnographic research, longitudinal research, correlational research, and historical research. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 3</span></div><div class="MsoNormal"><u></u></div><div class="MsoNormal"><b>Casual-Comparative Study (ex post facto study)</b> is non-experimental research which is done when experimental research cannot be done due to physical, ethical, legal and financial reasons.</div><div class="MsoNormal"><b>Steps in casual comparative study</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Observe and describe current condition</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Look to the past and try to identify possible causes</li>
</ul><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 4</span></div><div class="MsoNormal"><u></u></div><div class="MsoNormal"><u></u></div><div class="MsoNormal"><b><span style="font-size: small;">Field research/ethnographic research</span></b> is a kind of case study where we study a group while becoming a member of the group.<br />
<div class="MsoNormal"><b>Correlational research</b> repeatedly measures trait(s) of subjects over a period of time to trace developmental trends.</div></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 5</span></div><div class="MsoNormal"></div><div class="MsoNormal"><b>A variable</b> is a trait or characteristic with two or more categories. (Example – variable - gender, categories – male or female.) All variables have mutually exclusive categories, i.e. each subject belongs to only one category.</div><b>Types of Variables </b></div><ul><li>Naming/categorical variables (example - gender – name or female) versus quantitative variables – (example - GPA)<span style="font-family: Symbol;"><span style="font: 7pt "Times New Roman";"> </span></span> </li>
<li>Dependent versus independent variables.</li>
</ul><div class="MsoNormal"><div class="MsoNormal"><span style="font-size: large;">Topic 6</span></div><div class="MsoNormal"></div><div class="MsoNormal"><b>All experiments </b>have at least one independent variable (stimulus, input) and one dependent variable (response, output). But they may have more than one independent variables and/or more than one dependent variables.</div><div class="MsoNormal"><b>The independent variable is physically manipulated</b> to observe the extent to which it causes changes in the dependent variable.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 7</span></div><div class="MsoNormal"></div><div class="MsoNormal"><b>Hypothesis </b>is educated guess or formal theory. It is prediction of outcome of the study. It may be directional or non-directional.</div><b>Research Purpose and Research Question</b> - Hypothesis may instead be expressed as research purpose or research question. <br />
<div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 8</span></div><div class="MsoNormal"><b>Conceptual definition</b> is definition of concepts of terms as in dictionaries.</div><div class="MsoNormal"><b>Operational definition</b> indicates physical steps we take to observe the variables. Operational definition should be adequate enough to permit replication of the research. It should also be meaningful and relevant.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 9</span></div><div class="MsoNormal"> <b>Quantitative Research</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Deductive research - starts with literature review and deriving hypothesis from literature.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Uses highly structured instruments and produce numbers.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Large sample.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Limited interaction with subjects.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Doesn’t make adjustments in the research.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Summarizes all responses and doesn’t report on individuals.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Generalizes the report to one or more population.</li>
</ul><div class="MsoNormal"><b>Qualitative Research</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Inductive – hypothesis from preliminary study of the subjects.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Unstructured instruments and produce words.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Small sample.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Spend a lot of time interviewing and observing.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Makes adjustments as necessary during the research.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Tends to cite individuals.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>Limits findings to the individuals/group studied.</li>
</ul><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><br />
</div><div class="MsoNormal"><span style="font-size: large;">Topic 10</span></div><div class="MsoNormal"> <b>Favor qualitative research when:</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>the topic warrants qualitative research (example – emotional impact …)</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>little is known about a topic.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>in secretive cultures.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>time and funds are limited.</li>
</ul><div class="MsoNormal"><b>Favor quantitative research when:</b></div><ul><li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>the topic warrants quantitative research (example – economic conditions …)</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>subjects are not available for extended interview/observation.</li>
<li><span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";"> </span></span>numbers are required.</li>
</ul><div class="MsoNormal">A blend of qualitative and quantitative methods may be used.</div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 24.0pt; mso-outline-level: 1; mso-pagination: widow-orphan lines-together; page-break-after: avoid;"><b><span style="color: #365f91; font-family: "Cambria","serif"; font-size: 14pt; line-height: 115%;">Sources</span></b></div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;"><br />
</div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">Connaway, L. S. and Powell, R. (2007). Chapter 2. In <i>Basic Research Methods or Librarians</i> (5th ed.). California.</div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">Eldredge, J. D. (2004). Inventory of Research Methods for Librarianship and Informatics. <i>Journal of the Medical Library Association, 92</i>(1), 83.</div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">Patten. (2000). Topic 1 - 10. In <i>Understanding Research Methods.</i> Pyrezak Publishing.</div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">Pyrezak, F. (2008). Appendix A. In <i>Evalutaion Research in Academic Journal.</i> Pyrezak Publishing.</div><div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">Williamson, K. (2000). Chapter 2. In <i>Research Methods fr Students and Professionals: Information Management and Systems.</i></div></div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0tag:blogger.com,1999:blog-5719632746872169830.post-92148209459642628242011-09-06T11:59:00.000-07:002011-09-16T08:43:18.466-07:00Key Concepts Blog: Introductory Readings<div class="MsoNormal"><u></u></div><div class="MsoNormal"><span style="font-size: large;">Wildemuth Chapter 1</span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -.25in;"><b><u>Using Research Results to Improve Practice in the Information Professions</u> </b><br />
<b>Evidence-based practice </b>– developing best practices through examination and application of research findings.<b> </b><br />
<b>Basic Research </b>may not have impact on practice for a decade or more. Applied Research have an impact on practice almost immediately.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Connaway and Powell Chapter 1</span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;"><u><b>Research and Librarianship</b></u><b> </b><br />
<b>Basic versus Applied Research</b></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Basic/Scientific Research – pure, theoretical – concerned with concepts and their relations, hypothesis and theories – not directly related to technical and practical problems.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Applied Research – puts emphasis on solving specific problems in real situations.</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;"><b>Qualitative versus Quantitative Research</b></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Quantitative Research – is highly structured and relies on quantification of data.</div><div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New";">o<span style="font: 7pt "Times New Roman";"> </span></span>Qualitative Research – observing and trying to understand behaviors of individuals.</div><div class="MsoNormal"><br />
<span style="font-size: large;">Williamson Chapter 1</span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;"><u><b>Introduction to Research in Relation to Professional Practice</b></u><b> </b><br />
<b>Positivist Research</b> – gives emphasis on quantitative data, techniques like questionnaire<b> </b><br />
<b>Interpretvist</b> – gives emphasis on qualitative data, meanings created by people</div><div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;"><br />
<div class="MsoBibliography" style="margin-left: 0.5in; text-align: left; text-indent: -0.5in;"><span style="font-size: large;">Sources </span></div><div class="MsoBibliography" style="margin-left: 0.5in; text-align: left; text-indent: -0.5in;">Connaway, L. S. and Powell R. (2007). Chapter 1. In <i>Basic Research Methods or Librarians</i> (5th ed.). California.</div><div></div><div class="MsoBibliography" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;">Wildemuth, B. M. (2009). Chapter 1. In <i>Applications of Social Research Methods to Questions in Information and Library Science.</i> Connecticut.</div><div style="text-align: justify;"></div><div class="MsoBibliography" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;">Williamson, K. (2000). Chapter 1. In <i>Research Methods fr Students and Professionals: Information Management and Systems.</i></div><div class="MsoNormal"><br />
</div></div>Meskerem Goshimehttp://www.blogger.com/profile/04565057337202101130noreply@blogger.com0