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
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
Mixed Methods• “the third methodological movement” – Tashakkori & Teddlie, 2003, p. 5• “the third research paradigm” – Johnson & Ongwuegbuzie, 2004, p. 15
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
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 • New Zealand Scholars • U.S. scholars lag behind in MM use
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
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
An Example:Library Leadershipin the LIS Literature
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).
What We Don’t Know:Or, The Elephant In The Room Creative Commons image http://www.flickr.com/photos/wrote/ 1714475499/
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
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)
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?
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?
Colleen S. Harris University of Tennessee at Chattanooga Lupton Library email@example.com@warmaiden (Twitter & other social networks)