INF397Syllabus

Thou shalt not answer questionnaires
Or quizzes upon World Affairs,
Nor with compliance
Take any test. Thou shalt not sit
With statisticians nor commit
A social science.

-- W.H. Auden, excerpted from "Under Which Lyre: A Reactionary Tract for the Times" (Phi Beta Kappa Poem, Harvard 1946)

PLAN OF THE COURSE

Why should information professionals, whether librarians or not, study social science research methods? Why should they do research? Why should an introduction to research and research methods be required in the Master's program in our School?

Introduction to Research in Information Studies (INF 397C) is intended to acquaint students with doing, reading, and evaluating research. It aims to help students bring their own and others' research to their professional practice, no matter the setting in which that practice takes place. In 1936, Ernest J. Reece did a study of The Curriculum in Library Schools, and he made the useful distinction between a librarian who is a mere caretaker and purveyor of material and a librarian who can inform his or her work with the ability to apply and do research (discussed in Kathleen Heim, "The Changing Faculty Mandate," Library Trends, Spring 1986, p. 590).

Cronin (1992, p. 123) makes a strong case that:

Professionalism creates a certain set of . . . expectations, which, in my view, includes the ability and willingness to conduct research and to solve problems. . . . [B]oth the public and funding bodies are entitled to expect that professionally qualified librarians would have a research capability and a commitment to improving their services through focused investigation and experimentation.

He continues his argument for a research orientation in library and information science, quoting Swisher and McClure (1984, xiii): "'[t]he myriad constraints which librarians must confront in the foreseeable future will demand greater accountability for decision making. . . . Research that directly supports decision making . . . is a survival skill, essential for the continued vitality of library/information services.'" Cronin finishes this part of his discussion by citing Lines' admonition that information professionals must (1991, p. 6): "'look critically at all activities . . . in a constantly experimental and enquiring frame of mind.'"

This inquiring, critical ability gives the information professional, whether a librarian or not, the opportunity to serve client groups better and to perform other organizational tasks. All information professionals must evaluate information services, products, and policies. Understanding how to perform research oneself and to judge the research of others is essential to the success of such evaluations. In addition, information professionals must often write grant proposals and engage in other activities that demand research competencies.

The four major goals of this course, reflecting the role of research in the Master's program at the School of Information, are to:

1. Introduce students to important concepts and techniques in empirical social science research, both quantitative and qualitative. Although we emphasize quantitative methods in this course for the sake of ensuring some level of "statistical literacy," like many researchers, I take a catholic approach in my own work, using both qualitative and quantitative methods (what is commonly called "methodological pluralism"). The course will include discussion of qualitative methods, and you will be encouraged to use those methods as appropriate.

2. Enable students to be more discerning and informed readers of others' empirical research.

3. Help students develop competencies in the planning, description, and completion of empirical research studies, i.e., proposal preparation, instrument design, instrument use, data analysis, and research reporting.

4. Encourage students to do empirical research throughout their professional lives.

With these goals in mind, INF 397C will examine the following major areas:

· Creation of knowledge -- how we know and investigate; what "scientific" research is, especially in information studies

· Evaluating the research of others -- how to develop and apply criteria to determine the value and applicability of research in the literature to particular professional situations

· Defining a research problem -- how to develop and operationalize a researchable problem

· Collection of data -- how to use both quantitative and qualitative methodologies, including surveys, focus groups, structured interviews, historical research, ethnographic observation, oral history, and bibliometrics, to explore research problems

· Analysis of data -- how to use descriptive statistics, some inferential statistics, and content analysis. One goal of the course is the development of skills in applying basic statistical techniques to understand phenomena of interest to the information professions.

· Preparation of a research proposal -- how to conceptualize, plan, and communicate an investigation of a problem of interest in information studies; students will design an empirical data collection instrument developed in conjunction with the research proposal

· Reporting research -- how to share the results of research. Students will perform empirical research and report the results.

Although the application of statistical techniques is among the skills that students will develop in INF 397C, this class is not a course in statistics, nor are there any prerequisites for taking it. The only mathematical skills that you are presumed to possess are:

· Familiarity with and proficiency in the four major arithmetic operations -- addition, subtraction, multiplication, and division

· Some measure of facility with fractions, decimals, percentages, and their equivalence

· Ability to read and generate simple Cartesian planes (x, y coordinates) and other graphic representations

· A command of basic algebra, e.g., you can determine the value of x if 4x = 12

· The ability to determine squares and square roots using a calculator.

See Spatz (2005) Appendix A, "Arithmetic and Algebra Review"; Glossary of Words; Glossary of Formulas; and Bartz (1988), Appendix 2, "Basic Mathematics Refresher," pp. 395-427. These resources provide a review of useful, basic mathematical topics.

OUTLINE OF COURSE

Class	Date	Topics and Assignments
1	AUG 25	Introduction to the course -- Review of the syllabus The research process -- What it is and what it aims to do Introduction to variables and univariate descriptive statistics Frequency distributions
2	SEP 1	(1) Traditional positivism and (2) more constructivist views Epistemology and the research process Descriptive statistics continued -- Three major measures of central tendency (mode, median, and arithmetic mean)
3 REVIEW	SEP 8	Error model of research Reliability and (construct) validity of measurements Qualitative alternatives to reliability and validity of measurements Descriptive statistics continued -- Three major measures of dispersion or variability (range, variance, and standard deviation) and two minor ones (interquartile range [IQR] and coefficient of variation [CV])
		Group meetings
4	SEP 15	Problem identification and research design Conceptualization of a study and operationalization of variables Statistics as a rhetorical act
		Group meetings
		In-class exercise -- Evaluation of Cano (1999) - GRP
5 REVIEW	SEP 22	Descriptive statistics continued -- Graphic displays, symmetric and skewed distributions, resistant and non-resistant measures, stem-and-leaf plots, the six-figure summary, and box-plots
		ASSIGNMENT DUE: Evaluation of an empirical research article (5-7 pp.) (20%) -- IND
6	SEP 29	Introduction to data collection techniques -- Unobtrusive measures: historical research, content analysis, and bibliometrics Descriptive statistics continued -- Measures of central tendency and variability -- Percentiles, quartiles, and introduction to z- scores
		ASSIGNMENT DUE: Approved proposal topic and abstract - GRP
7 REVIEW	OCT 6	Data collection techniques continued -- Obtrusive methods: Surveys and sampling; 1936 Literary Digest poll; response bias, non-response bias; evaluation apprehension, expectancy, and social desirability effects Descriptive statistics continued -- z-scores
		Group meetings
8	OCT 13	Data collection techniques continued -- Obtrusive methods continued: Focus groups and oral history
		In-class quiz (20%)
9 REVIEW	OCT 20	Descriptive statistics continued - Introduction to the normal, area under the normal curve, distribution of sample means, and the Central Limit Theorem
10	OCT 27	More on the normal curve Sampling error Inferential statistics -- Confidence intervals when sigma is known
		Group meetings
11 REVIEW	NOV 3	Inferential statistics continued -- Confidence intervals when sigma is unknown (Student's t) Introduction to statistical significance and hypothesis testing Qualitative research in information-based organizations: More on recording and analyzing qualitative data
		Group Meetings
12	NOV 10	Inferential statistics continued -- More on statistical significance, hypothesis testing Effect size Type I and Type II errors More on qualitative methods: Writing the qualitative report
		ASSIGNMENT DUE: Draft of research proposal (>6 pp.) -- GRP
		ASSIGNMENT DUE: Draft of empirical data collection instrument -- GRP
13	NOV 17	Inferential statistics continued -- The chi square test of independence More on effect size
		Group meetings
14 REVIEW	NOV 24	Research ethics Questioning the variables sex, gender, and race Review of 2000 Florida presidential vote
15 REVIEW	DEC 1	Course evaluation Disseminating research results Plato's Republic, "Allegory of the Cave"
	DEC 8	No class - assignment due at 3:00 PM
		ASSIGNMENT DUE: Research proposal and data report (15-18 pp.) (25%) - GRP
	DEC 11	SATURDAY -- 7:00 - 10:00 PM -- Final exam (30%) -- IND

SCHEDULE

This schedule is tentative and may be adjusted as the class progresses. IND and GRP indicate whether an individual or a group does an assignment, and AS indicates additional sources. Babbie (2004), Spatz (2005), Trochim (2001) and the additional sources are only suggested.

DATE

TOPICS, ASSIGNMENTS, AND REQUIRED READINGS

AUG 25

Introduction to the course -- Review of the syllabus
The research process -- What it is and what it aims to do

Introduction to variables and univariate descriptive statistics
Frequency distributions (online tutorial)

READ:

Babbie, all prefatory material and Chapter 1

Hernon (1991b)
Katzer et al., Preface and Chapters 1, 2, and 10
Spatz, Preface, Chapters 1 and 2 (pp. 24-29), and Appendix A (pp. 365) on estimating answers

AS:

Trochim (2001), Preface, 1 (pp. 3-13)

SEP 1

Science: (1) Traditional positivism and (2) more constructivist views
Epistemology and the research process

Descriptive statistics continued -- Three major measures of central tendency (mode, median, and arithmetic mean)

READ:

Babbie, 2
Dervin (1977)
Harris (1986)
Katzer et al., 3-5
Spatz, 3 (pp. 41-48)

AS:

Paulos (1992), "Mean, Median, and Mode," 141-143; "Gödel and His Theorem," 95-97; "Impossibilities -- Three Old, Three New," 118-120
Trochim (2001), 1 (pp. 14-24, 25-37), 10 (pp. 268-272)

SEP 8

REVIEW

Error model of research
Reliability and (construct) validity of measurements

Qualitative alternatives to reliability and validity of measurements

Descriptive statistics continued -- Three major measures of dispersion or variability (range, variance, and standard deviation) and two minor ones (interquartile range [IQR] and coefficient of variation [CV])

Group meetings

READ:

Babbie, 5 (pp. 140-146) and 14 (pp. 396-406)
Creswell, Preface and 1; skim 2
Katzer et al., 6, 7, and 9
Spatz, 3 (pp. 53-69)

AS:

Trochim (2001), 3 (pp. 88-98, 101-103)

SEP 15

Problem identification and research design
Conceptualization of a study and operationalization of variables

Statistics as a rhetorical act

Group meetings

READ:

Babbie, 4 and 5 (pp. 118-140)
Bazerman (1987)
Best (2001a)
Cano (1999)
Creswell, 4 and 5
Cronin (1992)

In-class exercise -- Evaluation of Cano (1999) -- GRP

SEP 22

REVIEW

Descriptive statistics continued -- Graphic displays, symmetric and skewed distributions, resistant and non-resistant measures, stem-and-leaf plots, the six-figure summary, and box-plots

READ:

Katzer et al., 8, 11, and 15-18
Spatz, 2 (pp. 34-40 and 48-53) and 4 (pp. 74-77)

AS:

Tufte (1983, 1990, and 1997), passim

ASSIGNMENT DUE: Evaluation of an empirical research article (5-7 pp.) (20%) -- IND

SEP 29

Introduction to data collection techniques -- Unobtrusive measures: historical research, content analysis, and bibliometrics

Descriptive statistics continued -- Measures of central tendency andvariability -- Percentiles and quartiles

READ:

Babbie, 11
Bookstein (1986)
Creswell, 6 and 8; skim 7
Roscoe (1975)

AS:

Trochim (2001), 5 (pp. 164-167)

ASSIGNMENT DUE: Approved proposal topic and abstract - GRP

OCT 6

REVIEW

Data collection techniques continued -- Obtrusive methods: Surveys and sampling; 1936 Literary Digest poll; response bias, non-response bias; evaluation apprehension, expectancy, and social desirability effects

Descriptive statistics continued -- z-scores (online tutorial)

Group meetings

READ:

Babbie, 6 (pp. 167-170), 7, 8 (pp. 219-228 and 230-239), 9, 10, 12, and Appendix G (pp. A25-30)
Spatz, 4 (pp. 70-74) and 7 (pp. 142-148)
Review Bookstein (1986) on surveys

AS:

Trochim (2001), 2 (pp. 41-46, 50-59), 4 (pp. 107-136)

OCT 13

Data collection techniques continued -- Obtrusive methods continued: Focus groups and oral history

READ:

Babbie, 13 and 14
Krueger (1994a, b, c, and d)
Spatz, 6

In-class quiz (20%)

OCT 20

REVIEW

Descriptive statistics continued -- Introduction to the normal (online tutorial),
area under the normal curve, distribution of sample means, and the Central Limit Theorem (online tutorial)

READ:

Babbie, 7 (pp. 191-197)
Katzer et al., 14 (pp. 171-173)
Spatz, 7 (pp. 142-144 and 148-153)

AS:

Paulos (1992), "Statistics -- Two Theorems," pp. 227-230
Trochim (2001), 2 (pp. 46-49)

OCT 27

More on the normal curve and distribution

Sampling error

Introduction to inferential statistics (online tutorial)

Inferential statistics -- Confidence intervals when sigma is known (online tutorial)

Group meetings

READ:

Babbie, 7 (pp. 197-199) (review)
Creswell, 9
Spatz, 7 (pp. 153-156 and 160-164)

NOV 3

REVIEW

Inferential statistics continued -- Confidence intervals when sigma is unknown (Student's t) (online tutorial)

Introduction to statistical significance and hypothesis testing

Qualitative research in information-based organizations: More on recording and analyzing qualitative data

READ:

Babbie, 10 (review) and 13
Creswell, 10
Spatz, 7 (pp. 156-160) and 8 (pp. 168-179)
Rice-Lively (1997b)
Rice-Livery (1997a)

AS:

Miles & Huberman (1994), passim
Trochim (2001), 5 (pp. 151-164)

NOV 10

Inferential statistics continued -- More on statistical significance,hypothesis testing

Type I and Type II errors

Effect size

More on qualitative methods: Writing the qualitative report

READ:

Babbie, 17 (pp. 485-491)
Gorman & Clayton (1997)
Katzer et al., 13, 14 (pp. 163-167 and 173-176), and p. 68 (note
Table 13-1, pp. 154-155)
Spatz, 4 (pp. 77-83), 8 (pp. 179-181, 185-186, and 189-192) and 9 (pp. 193-196, 198-199, 212-214, and 217-222)

AS:

Paulos (1992), "Correlation, Intervals, and Testing," pp. 56-58
Paulos (1995), "... Statistical Tests and Confidence Intervals," pp. 151-153
Trochim (2001), 10 (pp. 257-266)

ASSIGNMENT DUE: Draft of research proposal (>6 pp.) -- GRP
ASSIGNMENT DUE: Draft of empirical data collection instrument -- GRP

NOV 17

Inferential statistics continued -- The chi square test of independence (online tutorial)