Theoretical Framework Research basis Theoretical Framework What is

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Theoretical Framework Research basis

Theoretical Framework Research basis

Theoretical Framework What is the central concept(s) integral to the study? (look within and

Theoretical Framework What is the central concept(s) integral to the study? (look within and outside LIS) n Connecting the study to theory: basic research n

Good Theory Advances knowledge in a discipline, guides, research, enlightens the discipline, helps the

Good Theory Advances knowledge in a discipline, guides, research, enlightens the discipline, helps the discipline mature and gain validation n Enables us to rise above the seemingly random confusion of everyday life to see patterns and to understand principles on which to base purposeful, productive action n Provides an important context n

Theory vs. Practice n We cannot do without theory. It will always defeat practice

Theory vs. Practice n We cannot do without theory. It will always defeat practice in the end for a quite simple reason. Practice is static. It does well what it knows. It has, however, no principle for dealing with what it doesn’t know … Practice is not well adapted for rapid adjustments to a changing environment. Theory is light footed, it can adapt itself to changed circumstances, think out fresh

n Out fresh combinations and possibilities, peer into the future. Theory provides a clear

n Out fresh combinations and possibilities, peer into the future. Theory provides a clear framework, administrative practice reduces to a series of meaningless acts, without purpose of direction. ¨ Source: Charles H. Granger, Harvard Business Review 42 (May-June 1964), p. 64.

Theory Provides patterns for the interpretation of data n Links one study to another

Theory Provides patterns for the interpretation of data n Links one study to another n Supplies frameworks within which concepts and variables acquire special significance n Allows us to interpret the larger meaning of our findings for ourselves and others n ¨ Source: The elements of social scientific thinking, p. 40

Examples n Information needs ¨ information-seeking behavior n Effectiveness n Expectations ¨ service quality

Examples n Information needs ¨ information-seeking behavior n Effectiveness n Expectations ¨ service quality ¨ Satisfaction ¨ Teams/small groups n Success ¨ n Reference Transactions Standards ¨ RUSA, IL, Accreditation Value See Measuring your library’s value, Donald S. Elliott et al (ALA, 2007)

Theoretical Framework n Dalbello, M. (2009). Cultural dimensions of digital library development: Part II

Theoretical Framework n Dalbello, M. (2009). Cultural dimensions of digital library development: Part II the cultural innovations of five European national libraries. Library Quarterly, 79(1). n Culture = National Culture + Organizational Culture + Professional Culture + Heterogeneous Tool Kit Culture

Logical Structure Who, what, when, where, how…

Logical Structure Who, what, when, where, how…

Logical Structure Explicitly addresses all the possible variables within a study n Identifies all

Logical Structure Explicitly addresses all the possible variables within a study n Identifies all of the important components n Is a menu of choices--no decisions are represented n The decisions = objectives n

Logical Structure (Components) Addresses the questions of n What (problem statement) n Who n

Logical Structure (Components) Addresses the questions of n What (problem statement) n Who n Where n When n How (methods) n

Logical Structure Not always directly addressed within the published study, but must be addressed

Logical Structure Not always directly addressed within the published study, but must be addressed by the research during the planning stages. n Often possible to represent the logical structure through a diagram or model n

What n n Identifies the problem under study May help to brainstorm for contributing

What n n Identifies the problem under study May help to brainstorm for contributing factors, causes and effects May have to operationalize terms= i. e. success, efficiency, effectiveness, etc. Some methods: ¨ Flow Chart ¨ Five Why’s ¨ Fishbone Diagram

Fishbone Diagram Dr. Kaoru Ishikawa Policies Materials People Problem Statement Process Technology

Fishbone Diagram Dr. Kaoru Ishikawa Policies Materials People Problem Statement Process Technology

Who The group under study n Identifies the population n Identifies the sample within

Who The group under study n Identifies the population n Identifies the sample within the population n May have to justify choices n

When n The time frame of the study ¨ Data collection ¨ Literature review

When n The time frame of the study ¨ Data collection ¨ Literature review ¨ Correcting for lapses Sets deadlines n Creates context n

Where Identify the environment n Sets parameters n

Where Identify the environment n Sets parameters n

How Methodologies n How will data be collected n What is appropriate? n

How Methodologies n How will data be collected n What is appropriate? n

User/Use Study Use n Students n Simmons College n When n How n

User/Use Study Use n Students n Simmons College n When n How n

Use/Nonuse Study Where: one to many places How When: 1 -many times Library Use

Use/Nonuse Study Where: one to many places How When: 1 -many times Library Use Non. Use Add Variables Students

E-book Use Where When How User (Search) Behavior Undergraduates variables

E-book Use Where When How User (Search) Behavior Undergraduates variables

Objectives Indicate what was selected from the “menu” or logical structure

Objectives Indicate what was selected from the “menu” or logical structure

Components of Objectives n To ____verb n Object

Components of Objectives n To ____verb n Object

Basic: to conceptualize n Applied: to test n Action: to describe n

Basic: to conceptualize n Applied: to test n Action: to describe n

Objectives n To “describe” identify define distinguish determine Depict etc. n To “relate: ”

Objectives n To “describe” identify define distinguish determine Depict etc. n To “relate: ” “compare” or “contrast” (relating applies to basic, applied, and action research)

Objectives To identify the attributes (requirements, responsibilities, qualifications, and salaries/benefits) of music librarians ¨

Objectives To identify the attributes (requirements, responsibilities, qualifications, and salaries/benefits) of music librarians ¨ To determine the extent to which their responsibilities relate solely to music librarianship ¨ To compare the attributes listed most frequently in job advertisements with those attributes leading to the actual hiring of individual ¨ To compare the list of attributes identified in job advertisements by: geographical area, highest degree offered by the institution, institutional control (private vs. public) ¨

Evaluation Questions n n n How much? How many? How economical? How prompt? How

Evaluation Questions n n n How much? How many? How economical? How prompt? How accurate? How responsive? n n n How well? How valuable? How reliable? How courteous? How satisfied? -------------- n Accountability and Effectiveness = How well?

Lib ra ry n Collections/ services Community served: customers Facilities Technology and its use

Lib ra ry n Collections/ services Community served: customers Facilities Technology and its use m C to us ers ns tio u t ti rs, e h Ot elf its i as

lf on ns ti titu ary Libr sto u C rs me O Collections/

lf on ns ti titu ary Libr sto u C rs me O Collections/ services Community served: customers Facilities Technology and its use Examples: rs, e th How much? How many? How well? How satisfied? i as e its