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  1. Theoretical Framework Research basis
  2. Theoretical Framework  What is the central concept(s) integral to the study? (look within and outside LIS)  Connecting the study to theory: basic research
  3. Good Theory  Advances knowledge in a discipline, guides, research, enlightens the discipline, helps the discipline mature and gain validation  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  Provides an important context
  4. Theory vs. Practice  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
  5.  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.
  6. Theory  Provides patterns for the interpretation of data  Links one study to another  Supplies frameworks within which concepts and variables acquire special significance  Allows us to interpret the larger meaning of our findings for ourselves and others  Source: The elements of social scientific thinking, p. 40
  7. Examples  Information needs  information-seeking behavior  Effectiveness  Teams/small groups  Success  Reference Transactions  Standards  RUSA, IL, Accreditation  Expectations  service quality  Satisfaction Value See Measuring your library’s value, Donald S. Elliott et al (ALA, 2007)
  8. Theoretical Framework  Dalbello, M. (2009). Cultural dimensions of digital library development: Part II the cultural innovations of five European national libraries. Library Quarterly, 79(1).  Culture = National Culture + Organizational Culture + Professional Culture + Heterogeneous Tool Kit Culture
  9. Logical Structure Who, what, when, where, how…
  10. Logical Structure  Explicitly addresses all the possible variables within a study  Identifies all of the important components  Is a menu of choices--no decisions are represented  The decisions = objectives
  11. Logical Structure (Components)  Addresses the questions of  What (problem statement)  Who  Where  When  How (methods)
  12. Logical Structure  Not always directly addressed within the published study, but must be addressed by the research during the planning stages.  Often possible to represent the logical structure through a diagram or model
  13. What  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
  14. Fishbone Diagram Dr. Kaoru Ishikawa Problem Statement Policies Materials People Process Technology
  15. Who  The group under study  Identifies the population  Identifies the sample within the population  May have to justify choices
  16. When  The time frame of the study Data collection Literature review Correcting for lapses  Sets deadlines  Creates context
  17. Where  Identify the environment  Sets parameters
  18. How  Methodologies  How will data be collected  What is appropriate?
  19. User/Use Study  Use  Students  Simmons College  When  How
  20. Use/Nonuse Study Library Use NonUse Add Variables Students How Where: one to many places When: 1-many times
  21. E-book Use User (Search) Behavior Undergraduates Where When How variables variables
  22. Objectives Indicate what was selected from the “menu” or logical structure
  23. Components of Objectives  To ____verb  Object
  24.  Basic: to conceptualize  Applied: to test  Action: to describe
  25. Objectives  To “describe”  To “relate:” “compare” or “contrast” (relating applies to basic, applied, and action research) identify define distinguish determine Depict etc.
  26. 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)
  27. Evaluation Questions  How much?  How many?  How economical?  How prompt?  How accurate?  How responsive?  How well?  How valuable?  How reliable?  How courteous?  How satisfied? ---------------------------  Accountability and Effectiveness = How well?
  28. Collections/ services Community served: customers Facilities Technology and its use
  29. Collections/ services Community served: customers Facilities Technology and its use Examples: How much? How many? How well? How satisfied?