MLS Without a Map? A Call for a Mixed-Methods   Approach to StudyingAcademic Library Leadership                Colleen S. ...
Mixed Methods• “the third methodological movement”  – Tashakkori & Teddlie, 2003, p. 5• “the third research paradigm”  – J...
Mixed Methods• Mixes or integrates the two forms of  data concurrently by combining them  (or merging them), sequentially ...
Methods in the LIS Curriculum• Not universally required in MLS curriculum• Not addressed in accreditation standards
Self-Identified     Mixed Methods in LIS• When? – Notably, after 2000• Who? – Geographically   • Australian Scholars   • N...
Mixed Methods in LIS, continued • Where? (Publications)   – Journal Articles (9)   – Conference Proceedings (2)   – Disser...
Mixed Methods in LIS, continued • What? (Method)   – Explanatory design (Creswell & Plano     Clark, 2011): Large-n quanti...
Why Mixed Methods?  • Context matters: IDing reasons behind                     data      • Individual experience matters ...
An Example:Library Leadershipin the LIS Literature
What We Know:LIS Leader Skills & Qualities
LIS Leader Skills & Qualities•   Bailey, M. J. (1992).•   Fitsimmons, G. N. (2008).•   Garrett, W. A. (2009).•   Hernon, P...
What We Don’t Know:Or, The Elephant In The Room                   Creative Commons image                   http://www.flic...
Implications for LIS• Room for growth part 1: Practice  – Opportunities to identify where our leaders    come from (in ter...
Implications, continued• Room for growth part 2: Research  – Opportunity for advanced methodological work    • LIS literat...
Implications, continued• Room for growth part 3: Training  – Methodological training for LIS professionals     • MLS vs Ph...
Further Research• Where do leaders develop these skills  and qualities?• What skills and qualities do librarians at  diffe...
Colleen S. Harris University of Tennessee at Chattanooga               Lupton Library          colleen-harris@utc.edu@warm...
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QQML 2012: MLS Without a Map? A Call for a Mixed-Methods Approach to Studying Academic Library Leadership

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Colleen S. Harris, 2012 Quantitative and Qualitative Methods in Libraries presentation, Limerick, Ireland.

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  • Where librarians develop those skills and qualities
  • QQML 2012: MLS Without a Map? A Call for a Mixed-Methods Approach to Studying Academic Library Leadership

    1. 1. MLS Without a Map? A Call for a Mixed-Methods Approach to StudyingAcademic Library Leadership Colleen S. Harris Assistant Professor & Head of Access Services University of Tennessee at Chattanooga Lupton Library
    2. 2. Mixed Methods• “the third methodological movement” – Tashakkori & Teddlie, 2003, p. 5• “the third research paradigm” – Johnson & Ongwuegbuzie, 2004, p. 15
    3. 3. Mixed Methods• Mixes or integrates the two forms of data concurrently by combining them (or merging them), sequentially by having them build on the other, or embedding one within the other” – Creswell & Plano Clark, 2001, p.5 – Key word: integrates
    4. 4. Methods in the LIS Curriculum• Not universally required in MLS curriculum• Not addressed in accreditation standards
    5. 5. Self-Identified Mixed Methods in LIS• When? – Notably, after 2000• Who? – Geographically • Australian Scholars • New Zealand Scholars • U.S. scholars lag behind in MM use
    6. 6. Mixed Methods in LIS, continued • Where? (Publications) – Journal Articles (9) – Conference Proceedings (2) – Dissertations & Theses (4)
    7. 7. Mixed Methods in LIS, continued • What? (Method) – Explanatory design (Creswell & Plano Clark, 2011): Large-n quantitative with qualitative follow-up to explore specific themes & patterns Ided in data
    8. 8. Why Mixed Methods? • Context matters: IDing reasons behind data • Individual experience matters • Discover confounding variables • Creating a robust research literature• Triangulation of data collection & analysis – Enhances reliability & validity
    9. 9. An Example:Library Leadershipin the LIS Literature
    10. 10. What We Know:LIS Leader Skills & Qualities
    11. 11. LIS Leader Skills & Qualities• Bailey, M. J. (1992).• Fitsimmons, G. N. (2008).• Garrett, W. A. (2009).• Hernon, P., Powell, R. R., & Young, A. P. (2003).• Hernon, P., Powell, R. R., & Young, A. P. (2002).• Hernon, P., Powell, R. R., & Young, A. P. (2001).• Hernon, P., & Rossiter, N. (2007).• Hernon, P., & Rossiter, N. (2006).• Kreitz, P. A. (2009).• Mahmoodi, S. H, & King, G. (1991).• Young, A. P., Powell, R. R., & Hernon, P. (2003).
    12. 12. What We Don’t Know:Or, The Elephant In The Room Creative Commons image http://www.flickr.com/photos/wrote/ 1714475499/
    13. 13. Implications for LIS• Room for growth part 1: Practice – Opportunities to identify where our leaders come from (in terms of background, experience, career paths) – Opportunities to influence professional development opportunities and career paths: articulating leadership development paths
    14. 14. Implications, continued• Room for growth part 2: Research – Opportunity for advanced methodological work • LIS literature tends to lag behind other disciplines in methodology development. Until 1985, only 1.6% used qualitative methods (Järvelin and Vakkari, 1993) • LIS literature abounds with small-n unrigorous survey research making broad generalizations (Afzal, 2006)
    15. 15. Implications, continued• Room for growth part 3: Training – Methodological training for LIS professionals • MLS vs PhD • Should we continue to assume only scholars, and not practitioners, need methods training? • Do we need to review program standards in light of the work professionals are expected to do?
    16. 16. Further Research• Where do leaders develop these skills and qualities?• What skills and qualities do librarians at different career stages lack?• Do different areas of librarianship offer differential possibilities for leadership development?• Where might professional associations be most effective for development?
    17. 17. Colleen S. Harris University of Tennessee at Chattanooga Lupton Library colleen-harris@utc.edu@warmaiden (Twitter & other social networks)

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