This document analyzes acknowledgements in research articles published in the Annals of Library and Information Studies journal from 1999-2012. It discusses previous research that has examined acknowledgement patterns. The present study analyzes the frequency of acknowledgements, types of acknowledgements, number of acknowledgements per article, most commonly acknowledged individuals, and affiliation of acknowledged individuals in the Annals of Library and Information Studies over the 14-year period.
An Investigation Of Generic Structures Of Pakistani Doctoral Thesis Acknowled...Ashley Smith
This document summarizes previous research on the genre of acknowledgements sections in doctoral theses and discusses a study investigating the generic structures of acknowledgement sections in Pakistani theses. It reviews literature showing that acknowledgements have traditionally been a neglected genre but are important for expressing gratitude. The study analyzed 235 acknowledgements from Pakistani theses using genre analysis methods to identify seven moves and sub-units that reflect socio-cultural norms in Pakistani acknowledgement writing. Previous models of acknowledgement structure from other contexts did not fully capture patterns in Pakistani texts.
PAGE 52What is Action ResearchViaA review of the Literat.docxgerardkortney
PAGE
52What is Action Research?
Via
A review of the Literature
A Dissertation Extract
By
Dr. George SlentzIf you choose to use this document as part of your research, use the following reference notation:Slentz, G.M. (2003). A collaborative action research approach to developing
statewide information standards supporting the Delaware education
network.
CHAPTER II
Literature Review
Inclusion Criteria
After determining the focus of this dissertation, several Wilmington College faculty members including academic advisors offered suggestions of relevant literature references. In addition to those recommendations, two annotated AR bibliographies by Dick (2002a & 2002b) provided a wealth of relevant material to review.
The Internet served as both an independent resource as well as a method to access EBSCOhost an electronic search engine which accesses numerous academic databases, such as Academic Search Premier, Masterfile, and Business Source Elite. Only articles that offered text availability through EBSCOhost were reviewed. Most Internet searches were conducted using www.Google.com an excellent, in depth publicly available search engine. In utilizing either EBSCOhost or Google, various combinations of search words were used. For example, one search would consist of “research and action” and the second “action research.” Since most search engines used, search, based on word sequence, interchanging the searching sequence of the words was essential. The searches centered in two specific topic areas: action research methodologies and information technology standards.
The Wilmington College Library provided some additional resources dealing with “research” and “researching techniques,” as well completed Wilmington College dissertations.
Overview of Action Research Literature
Action research literature was reviewed first, including definitions, methodologies, origins, and evolution. An in depth examination of AR literature revealed there was no universal AR methodology, but rather a confusing conglomeration of methodologies all alleged to be AR. In some instances, the differences were subtle, such as who identified the research setting, the researcher, or the client (Schein, 2001). In other more diverse examples, conflicting paradigms, epistemologies, and methodologies emerged (Heron & Reason, 1997). Swepson (1998) said, “I found some of the literature on the practice of action research to be contradictory and this left me confused about how to practice it” (p.2). Comments such as this one helped this researcher appreciate that other researchers were equally confused. The context of an AR study may appear disparate to different researchers. This lack of clarity and definition was quite common in AR literature, and these discrepancies often hindered understanding and comprehension of AR processes.
A variety of reasons for the shortcomings in AR discipline were identified: a lack of integration in the literature, de.
Evolving and emerging scholarly communication services in libraries: public a...Claire Stewart
This document provides an overview of a guest lecture about evolving scholarly communication services in libraries and their role in supporting public access compliance and assessing research impact. It discusses challenges libraries face in helping researchers comply with public access policies from funders. It also explores metrics and indicators used to measure research impact, noting limitations, and how libraries can help address this complex issue by leveraging their expertise in managing scholarly information and data.
This document summarizes a study on the ethics of multiple authorship in academic publications. It discusses how authorship is often determined more by hierarchical power relations than intellectual contribution. A survey was conducted of academics in Hong Kong to understand their perspectives on legitimate authorship. The results showed that power and status, such as that of research project leaders or doctoral supervisors, often override consideration of intellectual contribution when determining authorship. This normalizes a "gift economy" approach to authorship. The study suggests universities need better policies to ensure authorship accurately reflects intellectual contribution.
This study examined how academic users conduct research and utilize reference resources. It found that while recognition of "reference" resources is declining, users still need contextual information. The study explored user needs at different stages of research: initial orientation, defining topics, and in-depth exploration. In initial orientation, users seek basic facts and terminology. While some turn directly to specialized publications, others search online first to gain context. For topic definition and in-depth exploration, resources offering subject overviews and guidance on scholarship are still valuable to users. Discovery tools are popular starting points, but some librarians felt they were less suitable for advanced searches. User needs vary, so a single search interface may not serve all.
Study on book purchasing reading behaviorJuliane Ritt
This document summarizes findings from a survey of over 2,000 academic staff members from six UK universities about their article and book reading patterns. Some key findings include:
1) Academics read an average of 22 scholarly articles per month, or around 267 articles per year. Medical/health academics read the most at 30 articles per month on average.
2) Three-quarters of article readings are for research and writing purposes. 38% of readings were rated as very important or essential to the reader's main purpose.
3) Time spent reading articles varies by discipline, from 41 minutes for medical academics to 72 minutes for engineering academics.
4) While books remain important for teaching and research, especially in
A Model For Developing Interdisciplinary Research Theoretical FrameworksCynthia King
This document provides a model for developing interdisciplinary research theoretical frameworks. It defines interdisciplinary research as research that intentionally integrates insights from multiple disciplines to get a broader understanding of a topic. The key aspects of an interdisciplinary research theoretical framework are that it purposefully identifies theories across disciplines to provide guiding perspectives. Developing such a framework requires selecting relevant theories from different disciplines and integrating them rather than keeping them separate. An example framework is provided to illustrate how theories from different disciplines can be combined into a coherent whole to guide an interdisciplinary study. Critical elements for students and researchers to consider include applying the framework throughout the entire research process and relating findings back to the framework.
10.1177/1090198104269566ARTICLEDecemberHealth Education & Behavior (December 2004)Minkler / Ethical Challenges
Ethical Challenges for the
“Outside” Researcher in
Community-Based Participatory Research
Meredith Minkler, DrPH
Although community-based participatory research (CBPR) shares many of the core values of health educa-
tion and related fields, the outside researcher embracing this approach to inquiry frequently is confronted with
thorny ethical challenges. Following a brief review of the conceptual and historical roots of CBPR, Kelly’s eco-
logical principles for community-based research and Jones’s three-tiered framework for understanding racism
are introduced as useful frameworks for helping explore several key challenges. These are (a) achieving a true
“community-driven” agenda; (b) insider-outsider tensions; (c) real and perceived racism; (d) the limitations of
“participation”; and (e) issues involving the sharing, ownership, and use of findings for action. Case studies are
used in an initial exploration of these topics. Green et al.’s guidelines for appraising CBPR projects then are
highlighted as an important tool for helping CBPR partners better address the challenging ethical issues often
inherent in this approach.
Keywords: community-based participatory research; research ethics; community partnerships
With its commitments to education, strengths-based approaches to individual and
community capacity building1-3 and action as part of the research process, community-
based participatory research (CBPR) represents an orientation to inquiry that is highly
consistent with the principles of health education and “public health as social justice.”4 A
partnership approach that breaks down the barriers between the researcher and the
researched5 and values community partners as equal contributors to the research enter-
prise, CBPR also underscores ethical principles such as self-determination, liberty, and
equity and reflects an inherent belief in the ability of people to accurately assess their
strengths and needs and their right to act upon them.6
Yet even when the principles of CBPR are followed, difficult ethical issues often arise
that must be sensitively addressed. Following a brief review of CBPR and its conceptual
684
Meredith Minkler, DrPH Program, School of Public Health, University of California, Berkeley.
Address reprint requests to Meredith Minkler, DrPH Program, School of Public Health, University of Cali-
fornia, Berkeley, Earl Warren Hall Room 316, UC Berkeley, Berkeley, CA 94720-7360; phone: (510) 642-4397;
fax: (510) 643-8236; e-mail: [email protected]
Many thanks are extended to my current and former community and academic partners, and to my graduate
students, for the many helpful (and sometimes difficult) discussions that continue to contribute to my own learn-
ing and critical reflections on community-based participatory research (CBPR). Thanks also are due my friend
and colleague James G. Kelly for sharing.
An Investigation Of Generic Structures Of Pakistani Doctoral Thesis Acknowled...Ashley Smith
This document summarizes previous research on the genre of acknowledgements sections in doctoral theses and discusses a study investigating the generic structures of acknowledgement sections in Pakistani theses. It reviews literature showing that acknowledgements have traditionally been a neglected genre but are important for expressing gratitude. The study analyzed 235 acknowledgements from Pakistani theses using genre analysis methods to identify seven moves and sub-units that reflect socio-cultural norms in Pakistani acknowledgement writing. Previous models of acknowledgement structure from other contexts did not fully capture patterns in Pakistani texts.
PAGE 52What is Action ResearchViaA review of the Literat.docxgerardkortney
PAGE
52What is Action Research?
Via
A review of the Literature
A Dissertation Extract
By
Dr. George SlentzIf you choose to use this document as part of your research, use the following reference notation:Slentz, G.M. (2003). A collaborative action research approach to developing
statewide information standards supporting the Delaware education
network.
CHAPTER II
Literature Review
Inclusion Criteria
After determining the focus of this dissertation, several Wilmington College faculty members including academic advisors offered suggestions of relevant literature references. In addition to those recommendations, two annotated AR bibliographies by Dick (2002a & 2002b) provided a wealth of relevant material to review.
The Internet served as both an independent resource as well as a method to access EBSCOhost an electronic search engine which accesses numerous academic databases, such as Academic Search Premier, Masterfile, and Business Source Elite. Only articles that offered text availability through EBSCOhost were reviewed. Most Internet searches were conducted using www.Google.com an excellent, in depth publicly available search engine. In utilizing either EBSCOhost or Google, various combinations of search words were used. For example, one search would consist of “research and action” and the second “action research.” Since most search engines used, search, based on word sequence, interchanging the searching sequence of the words was essential. The searches centered in two specific topic areas: action research methodologies and information technology standards.
The Wilmington College Library provided some additional resources dealing with “research” and “researching techniques,” as well completed Wilmington College dissertations.
Overview of Action Research Literature
Action research literature was reviewed first, including definitions, methodologies, origins, and evolution. An in depth examination of AR literature revealed there was no universal AR methodology, but rather a confusing conglomeration of methodologies all alleged to be AR. In some instances, the differences were subtle, such as who identified the research setting, the researcher, or the client (Schein, 2001). In other more diverse examples, conflicting paradigms, epistemologies, and methodologies emerged (Heron & Reason, 1997). Swepson (1998) said, “I found some of the literature on the practice of action research to be contradictory and this left me confused about how to practice it” (p.2). Comments such as this one helped this researcher appreciate that other researchers were equally confused. The context of an AR study may appear disparate to different researchers. This lack of clarity and definition was quite common in AR literature, and these discrepancies often hindered understanding and comprehension of AR processes.
A variety of reasons for the shortcomings in AR discipline were identified: a lack of integration in the literature, de.
Evolving and emerging scholarly communication services in libraries: public a...Claire Stewart
This document provides an overview of a guest lecture about evolving scholarly communication services in libraries and their role in supporting public access compliance and assessing research impact. It discusses challenges libraries face in helping researchers comply with public access policies from funders. It also explores metrics and indicators used to measure research impact, noting limitations, and how libraries can help address this complex issue by leveraging their expertise in managing scholarly information and data.
This document summarizes a study on the ethics of multiple authorship in academic publications. It discusses how authorship is often determined more by hierarchical power relations than intellectual contribution. A survey was conducted of academics in Hong Kong to understand their perspectives on legitimate authorship. The results showed that power and status, such as that of research project leaders or doctoral supervisors, often override consideration of intellectual contribution when determining authorship. This normalizes a "gift economy" approach to authorship. The study suggests universities need better policies to ensure authorship accurately reflects intellectual contribution.
This study examined how academic users conduct research and utilize reference resources. It found that while recognition of "reference" resources is declining, users still need contextual information. The study explored user needs at different stages of research: initial orientation, defining topics, and in-depth exploration. In initial orientation, users seek basic facts and terminology. While some turn directly to specialized publications, others search online first to gain context. For topic definition and in-depth exploration, resources offering subject overviews and guidance on scholarship are still valuable to users. Discovery tools are popular starting points, but some librarians felt they were less suitable for advanced searches. User needs vary, so a single search interface may not serve all.
Study on book purchasing reading behaviorJuliane Ritt
This document summarizes findings from a survey of over 2,000 academic staff members from six UK universities about their article and book reading patterns. Some key findings include:
1) Academics read an average of 22 scholarly articles per month, or around 267 articles per year. Medical/health academics read the most at 30 articles per month on average.
2) Three-quarters of article readings are for research and writing purposes. 38% of readings were rated as very important or essential to the reader's main purpose.
3) Time spent reading articles varies by discipline, from 41 minutes for medical academics to 72 minutes for engineering academics.
4) While books remain important for teaching and research, especially in
A Model For Developing Interdisciplinary Research Theoretical FrameworksCynthia King
This document provides a model for developing interdisciplinary research theoretical frameworks. It defines interdisciplinary research as research that intentionally integrates insights from multiple disciplines to get a broader understanding of a topic. The key aspects of an interdisciplinary research theoretical framework are that it purposefully identifies theories across disciplines to provide guiding perspectives. Developing such a framework requires selecting relevant theories from different disciplines and integrating them rather than keeping them separate. An example framework is provided to illustrate how theories from different disciplines can be combined into a coherent whole to guide an interdisciplinary study. Critical elements for students and researchers to consider include applying the framework throughout the entire research process and relating findings back to the framework.
10.1177/1090198104269566ARTICLEDecemberHealth Education & Behavior (December 2004)Minkler / Ethical Challenges
Ethical Challenges for the
“Outside” Researcher in
Community-Based Participatory Research
Meredith Minkler, DrPH
Although community-based participatory research (CBPR) shares many of the core values of health educa-
tion and related fields, the outside researcher embracing this approach to inquiry frequently is confronted with
thorny ethical challenges. Following a brief review of the conceptual and historical roots of CBPR, Kelly’s eco-
logical principles for community-based research and Jones’s three-tiered framework for understanding racism
are introduced as useful frameworks for helping explore several key challenges. These are (a) achieving a true
“community-driven” agenda; (b) insider-outsider tensions; (c) real and perceived racism; (d) the limitations of
“participation”; and (e) issues involving the sharing, ownership, and use of findings for action. Case studies are
used in an initial exploration of these topics. Green et al.’s guidelines for appraising CBPR projects then are
highlighted as an important tool for helping CBPR partners better address the challenging ethical issues often
inherent in this approach.
Keywords: community-based participatory research; research ethics; community partnerships
With its commitments to education, strengths-based approaches to individual and
community capacity building1-3 and action as part of the research process, community-
based participatory research (CBPR) represents an orientation to inquiry that is highly
consistent with the principles of health education and “public health as social justice.”4 A
partnership approach that breaks down the barriers between the researcher and the
researched5 and values community partners as equal contributors to the research enter-
prise, CBPR also underscores ethical principles such as self-determination, liberty, and
equity and reflects an inherent belief in the ability of people to accurately assess their
strengths and needs and their right to act upon them.6
Yet even when the principles of CBPR are followed, difficult ethical issues often arise
that must be sensitively addressed. Following a brief review of CBPR and its conceptual
684
Meredith Minkler, DrPH Program, School of Public Health, University of California, Berkeley.
Address reprint requests to Meredith Minkler, DrPH Program, School of Public Health, University of Cali-
fornia, Berkeley, Earl Warren Hall Room 316, UC Berkeley, Berkeley, CA 94720-7360; phone: (510) 642-4397;
fax: (510) 643-8236; e-mail: [email protected]
Many thanks are extended to my current and former community and academic partners, and to my graduate
students, for the many helpful (and sometimes difficult) discussions that continue to contribute to my own learn-
ing and critical reflections on community-based participatory research (CBPR). Thanks also are due my friend
and colleague James G. Kelly for sharing.
A modern, simplified citation style and student response.pdfJessica Navarro
The article discusses the need for a simplified modern citation style. The author conducted a study where students used a simplified citation style (SCS) that he developed and the traditional MLA style. Students strongly preferred the SCS. Traditional styles are complicated and do not reflect how information is accessed digitally. The author argues that a new style should make citations easier to understand and use while still allowing sources to be discovered. Key elements of citations are discoverability, authority, and accountability, but the most important is discoverability so sources can be found. The study suggests larger testing of a simplified style is warranted.
Ch5 e research and scholarly community in the humanitiesWebometrics Class
This document summarizes a study on the Network of Early European Research (NEER), an Australian network that aims to support research on European culture and history between the 5th and 19th centuries. The study found that while NEER members see it primarily as a network to expand contacts and access information, it has also fostered some collaborative research projects. Participation in NEER impacted about half of members' understanding of scholarly community, enabling new opportunities for collaboration, information sharing, and relationship building. However, for some members a true sense of community remained a potential that required more time to develop interpersonal connections.
This document discusses ensuring rigor and reliability in qualitative methods for impact evaluation. It notes that while qualitative approaches are increasingly used in impact evaluations, the qualitative components are often small and superficial. Several examples are given of impact evaluations that mention collecting qualitative data but do not adequately describe the methodology or analysis. The document argues more needs to be done to ensure quality, including ethical review, data archiving, and restudies of past evaluations. Restudies can provide methodological insights and allow judging the validity of original claims by exploring how contexts have changed over time.
Emancipatory Research: A Synthesis of Quantitative Evidenceiosrjce
Emancipatory research challenges conventional ways in which knowledge is constructed within
educational research. Using the Johanna Briggs methods, the authors conducted a systematic critical appraisal
of the 45 quantitative emancipatory research articles published between 2000 and 2011 and provide a synthesis
of findings. Type of studies, participants, and outcomes measure served as criteria for considering studies. As
the results shown, 125 key findings were assigned into 26 groups, 12 thematic categories, five overarching
descriptions: agency in community health; instruction practice and student engagement; learning experience
impacts student performance; participation, student characteristic and programmatic opportunity; and
university support, international education, evaluation, and professor specialization. The findings suggested
that: systematic appraisal practice could be used for other syntheses; teaching emancipatory research methods
in graduate school is important; course design, teacher program preparation, and teaching activities should
closely represent societal needs, social culture, and demonstrate an awareness of students’ voice and cultural
backgrounds.
As you make your way through the readings and resources for this wee.docxcargillfilberto
As you make your way through the readings and resources for this week’s Discussion, you begin to realize that social and political forces as well as scientific curiosity shaped the development of modern qualitative research. These readings also make it clear that qualitative research is not a single, homogenous endeavor. Rather, qualitative researchers:
· come from a variety of disciplines,
· engage their objects of study from multiple perspectives,
· present their results in numerous formats,
· extend scientific knowledge beyond the confines of the experiment or survey,
· engage the audience to be self-reflective, and
· potentially illuminate opportunities for social change.
This week’s course of study provides you with a
contextual
understanding of qualitative research, which will form the foundation for understanding the methods and rationale. These will also help you begin a thoughtful process for considering the choice of qualitative research as your methodology for your doctoral research.
For this Discussion, you will explore the foundations and history of qualitative research methods. You also will consider the unique characteristics that distinguish qualitative research from other forms of inquiry.
To prepare for this Discussion:
· Review the Learning Resources related to qualitative research and consider the reasons researchers choose qualitative research methods for exploring a phenomenon of interest.
· Use the Course Guide and Assignment Help in the Learning Resources to help you search for other books, encyclopedias, or articles that introduce and describe qualitative research.
By Day 3
Consider the statement:
Qualitative researchers study people in their natural settings, attempting to make sense of phenomena in terms of the meanings people bring to them.
Using the Learning Resources and other academic sources you found, expand on this simple statement. In 3–4 paragraphs, explain several dimensions of this paradigm that make qualitative research interesting and unique. Be sure to use the terminology you are learning (including but not limited to “phenomena”, “constructivist,” and “naturalistic”), and provide historical context.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
· Chapter 1, “Qualitative Research: An Opening Orientation” (pp. 1–31)
Erickson, F. (2011). Chapter 3: A history of qualitative inquiry in social and educational research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 43–58). Thousand Oaks, CA: Sage Publications.
Denzin, N. K., & Lincoln, Y.S. (2013). Chapter 1: Introduction: The discipline and practice of qualitative research. In
The landscape of qualitative research
(4th ed., pp..
An Introduction To Reading And Appraising Qualitative ResearchBryce Nelson
This article introduces readers to qualitative research methods through a six-part series. It discusses key differences between qualitative and quantitative research, including their approaches to knowledge. Qualitative research focuses on understanding experiences and behaviors through tools like interviews and observations, while quantitative research aims to discover objective truths through measures and statistics. The number of qualitative studies in medical journals is rising, but clinicians lack resources to properly evaluate them. This series aims to help readers critically appraise qualitative research by explaining different methodologies, theories, and quality standards.
In a 1,000-1,250-word paper, consider the outcome and process measLizbethQuinonez813
In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:
At least two process measures that can be used for CQI.
At least one outcome measure that can be used for CQI.
A description of why each measure was chosen.
An explanation of how data would be collected for each (how each will be measured).
An explanation of how success would be determined.
One or two data-driven, cost-effective solutions to this challenge.
Use a minimum of three peer-reviewed scholarly references as evidence.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance
Journal of University Teaching & Learning Practice
Volume 14 | Issue 2 Article 3
2017
Developing Scholarly Identity: Variation in
Agentive Responses to Supervisor Feedback
Kelsey S. Inouye
University of Oxford, [email protected]
Lynn McAlpine
[email protected]
Follow this and additional works at: http://ro.uow.edu.au/jutlp
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
[email protected]
Recommended Citation
Inouye, Kelsey S. and McAlpine, Lynn, Developing Scholarly Identity: Variation in Agentive
Responses to Supervisor Feedback, Journal of University Teaching & Learning Practice, 14(2), 2017.
Available at:http://ro.uow.edu.au/jutlp/vol14/iss2/3
Developing Scholarly Identity: Variation in Agentive Responses to
Supervisor Feedback
Abstract
The central task for doctoral students, through the process of writing, feedback and revision, is to create a
thesis that establishes their scholarly identity by situating themselves and their contribution within a field.
This longitudinal study of two first-year doctoral students investigated the relationship between response to
supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence,
independence in research thinking, positioning the self in relation to others), through the lens of individual
agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research
thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the
research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were
used to produce in-depth portraits of the individual experiences and perceptions of each participant. There
were differences between the two individuals in their growing scholarly identities as regards their agency. The
degree of agency exhibited in engagin ...
This document discusses frameworks for designing research proposals. It introduces three main approaches: quantitative, qualitative, and mixed methods. For each approach, the document discusses three key elements: knowledge claims, strategies of inquiry, and research methods. Knowledge claims refer to the philosophical assumptions a researcher brings, such as postpositivism, constructivism, or advocacy/participatory claims. Strategies of inquiry are the overall approach, such as experiments or ethnography. Methods are the specific data collection and analysis techniques used, such as surveys or interviews. These three elements shape the different approaches and the overall research design process.
This document discusses the literature review and ethical concerns related to social research methods. It defines key terms like "related literature" and "study". It describes the purpose of reviewing related literature, including identifying gaps and avoiding duplicating previous work. Sources of literature are classified as primary, secondary or tertiary. Characteristics of effective literature include recency, objectivity, and relevance. The conclusion reiterates that a literature review evaluates and integrates previous research to position a study in a field of inquiry. Ethical concerns in social research involve informed consent, privacy, and truthfully collecting and reporting data.
Argumentation, critical thinking, nature of science and socioscientific issue...Luz Martinez
This document discusses a dialogue between two researchers, Hagop A. Yacoubian and Rola Khishfe, comparing two theoretical frameworks for addressing nature of science (NOS) and socioscientific issues (SSI) in science education - critical thinking (CT) and argumentation (AR). Yacoubian has pursued research using CT as a framework while Khishfe has used AR. The dialogue aims to elucidate the strengths and challenges of each framework, explore their overlap, and propose directions for future research integrating the two frameworks.
The Case StudyMany disciplines use various forms of the ca.docxmamanda2
The Case Study
Many disciplines use various forms of the case study to examine an individual or phenomenon within a specified context. The approach and application of case study designs also can vary widely between various disciplines such as medicine, law, and the social sciences. However, in the social and behavioral sciences, case studies are often referred to as uncontrolled studies. Yin (2013) defined the case study as an empirical inquiry that investigates a phenomenon within its real-world context, when the boundaries between phenomena and context are not clearly evident, in which multiple data sources are used. Yin referred to the case study as a “method” as opposed to confining it to only an approach or a “tradition” within the various forms of qualitative research (e.g., Creswell, 2012). Generally, the focus of the case study is on developing a narrative or revealing a phenomenon based on an in-depth, real-time, or retrospective analysis of a case. Therefore, issues related to experimental control and internal validity are nonfactors within this approach. Although case studies do not infer causation and the results should not be generalized, the findings can provide rich insight toward phenomena and serve as support for theories and the generation of hypotheses. However, if desired, Yin does offer approaches and models for researchers interested in attempting to infer causation from case study designs (which differs from QCA analysis).
The emphasis in a case study is primarily the qualitative method; however, cross sections of quantitative data are usually collected as supplementary data throughout the analyses (see mixed method embedded case study design). The label of case study is often applied to many social science examinations as a catchall term, many times misapplying the concept (Malcolm, 2010). However, the case study design can be applied to any of the approaches within the qualitative method, such as the most commonly applied narrative and phenomenological approach in psychology (Singer & Bonalume, 2010a) or the ethnographic approach in education (Creswell, 2014). Creswell took a different angle than Yin (2013) regarding the type and description of designs for the case study. Gall, Gall, and Borg (2007) succinctly described a case study “as (a) the in-depth study of (b) one or more instances of a phenomenon (c) in its real-life context that (d) reflects the perspective of the participants involved in the phenomenon” (p. 447).
Confusion does arise when authors use different terminology for similar constructs. These semantic differences can be seen in the work of Yin, who uniquely defined and applied the terms holistic and embedded (see Appendix B) differently than their traditional uses; for example, the term embedded has an entirely different meaning when used by Creswell. Another example of this is the term case study design, used within the qualitative method and most often associated with the ethnographic and phenomeno.
The Case StudyMany disciplines use various forms of the ca.docxarnoldmeredith47041
The document discusses various qualitative research methods including case studies, grounded theory, ethnography, and narrative research. It provides details on the definitions, typical procedures, and appropriate uses for each method. Key points include that case studies involve an in-depth analysis of a real-world phenomenon in its natural context, grounded theory is used to build theory inductively from data, ethnography focuses on understanding cultures from the perspective of participants, and narrative research uses stories to understand human experiences.
Gaining Insights Through Bibliometric AnalysisElaine Lasda
This document discusses bibliometric analysis and summarizes two studies that used bibliometric methods. The first study analyzed citations in social gerontology journals to understand reliance on different disciplines and best databases. It found social gerontology draws from both social sciences and medicine, and broad multidisciplinary databases are best. The second study compared Web of Science, Scopus and Google Scholar for citations to social work literature. It found value in using all three databases for the most accurate impact measurement. The document advocates for bibliometrics to provide insights but also cautions to interpret results carefully.
This document provides an overview of different approaches to research design, including quantitative, qualitative, and mixed methods. It discusses three key elements of research: knowledge claims, strategies of inquiry, and methods. Knowledge claims refer to the philosophical assumptions researchers bring to a study, such as postpositivism, constructivism, advocacy/participatory, and pragmatism. Strategies of inquiry are the overall approach used, such as experiments, surveys, ethnography. Methods refer to specific data collection and analysis techniques, such as questionnaires, interviews, focus groups. These three elements combine to define quantitative, qualitative or mixed methods approaches. The document aims to provide a framework to help researchers design studies that are grounded in existing literature and approaches.
This is a North Central University paper that discriminates between narrative research and ethnography research designs. It is written in APA format, includes references, and is graded by an instructor.
41. International Markets and Profit Sanctuaries Read the Te.docxtroutmanboris
This document discusses the use of qualitative research methods in psychology and education. It provides an overview of why researchers may choose qualitative methods, including that they allow for an in-depth understanding of participants' experiences and perspectives. The document also outlines some key characteristics of qualitative research, such as using an inductive approach and collecting various types of empirical materials from participants. Examples are provided of qualitative studies focusing on topics like schizophrenia, racial/ethnic minorities, people with disabilities, feminist issues, and immigrant groups.
Assigning Inquiry How Handouts For Research Assignments Guide Today S Colleg...Stephen Faucher
- The document analyzes 191 course research assignment handouts from 28 colleges and universities to understand how they guide students.
- It finds that most handouts emphasize the mechanics of writing research papers over guiding students in conducting research and finding information. Few provide specific details on databases or sources to use.
- Only 13% recommend consulting a librarian and few provide instructor contact information. While topics varied widely, over 80% required a standard research paper be written individually citing sources in a specific style.
A Model For Presenting Threats To Legitimation At The Planning And Interpreta...Sarah Adams
This document presents models for assessing threats to validity, known as legitimation, in quantitative, qualitative, and mixed methods research. It discusses:
1) The importance of assessing legitimation but the prevalence of authors not discussing limitations. This is especially true for dissertations where authors and advisors may not adequately discuss limitations.
2) Conceptual frameworks for assessing legitimation threats, including Campbell and Stanley's threats to internal and external validity for quantitative research, and Onwuegbuzie and Leech's threats to internal and external credibility for qualitative research.
3) A proposed model for dissertation authors to present legitimation threats at the planning and interpretation phases for quantitative, qualitative, and
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: Do not include citations for the article you are summarizing in an annotated
bibliography. You have already given credit by listing the reference first. This is different
from a paper.]
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references for
the articles you chose as you already referenced them in your an ...
This document provides strategies for helping 9th grade math students effectively manage their time. It recommends incorporating daily review activities at the start of class to minimize wasted time. Students should be taught self-monitoring skills to stay on-task during independent work periods. Establishing routines and providing a syllabus can help students prioritize assignments. Frequent praise and rewards can also encourage students to meet deadlines. Overall, these time management strategies are aimed at enhancing learning for 14-year-old students.
The document discusses the primary steps and process for requesting and obtaining writing assistance through the HelpWriting.net website. It outlines 5 main steps: 1) Creating an account with valid email and password. 2) Completing a 10-minute order form providing instructions, sources, and deadline. 3) Reviewing bids from writers and choosing one based on qualifications. 4) Receiving the paper and authorizing payment if pleased. 5) Having the option to request revisions to ensure satisfaction, with a refund offered for plagiarized work. The document promotes the website's writing assistance services.
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This document discusses ensuring rigor and reliability in qualitative methods for impact evaluation. It notes that while qualitative approaches are increasingly used in impact evaluations, the qualitative components are often small and superficial. Several examples are given of impact evaluations that mention collecting qualitative data but do not adequately describe the methodology or analysis. The document argues more needs to be done to ensure quality, including ethical review, data archiving, and restudies of past evaluations. Restudies can provide methodological insights and allow judging the validity of original claims by exploring how contexts have changed over time.
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As you make your way through the readings and resources for this wee.docxcargillfilberto
As you make your way through the readings and resources for this week’s Discussion, you begin to realize that social and political forces as well as scientific curiosity shaped the development of modern qualitative research. These readings also make it clear that qualitative research is not a single, homogenous endeavor. Rather, qualitative researchers:
· come from a variety of disciplines,
· engage their objects of study from multiple perspectives,
· present their results in numerous formats,
· extend scientific knowledge beyond the confines of the experiment or survey,
· engage the audience to be self-reflective, and
· potentially illuminate opportunities for social change.
This week’s course of study provides you with a
contextual
understanding of qualitative research, which will form the foundation for understanding the methods and rationale. These will also help you begin a thoughtful process for considering the choice of qualitative research as your methodology for your doctoral research.
For this Discussion, you will explore the foundations and history of qualitative research methods. You also will consider the unique characteristics that distinguish qualitative research from other forms of inquiry.
To prepare for this Discussion:
· Review the Learning Resources related to qualitative research and consider the reasons researchers choose qualitative research methods for exploring a phenomenon of interest.
· Use the Course Guide and Assignment Help in the Learning Resources to help you search for other books, encyclopedias, or articles that introduce and describe qualitative research.
By Day 3
Consider the statement:
Qualitative researchers study people in their natural settings, attempting to make sense of phenomena in terms of the meanings people bring to them.
Using the Learning Resources and other academic sources you found, expand on this simple statement. In 3–4 paragraphs, explain several dimensions of this paradigm that make qualitative research interesting and unique. Be sure to use the terminology you are learning (including but not limited to “phenomena”, “constructivist,” and “naturalistic”), and provide historical context.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
· Chapter 1, “Qualitative Research: An Opening Orientation” (pp. 1–31)
Erickson, F. (2011). Chapter 3: A history of qualitative inquiry in social and educational research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 43–58). Thousand Oaks, CA: Sage Publications.
Denzin, N. K., & Lincoln, Y.S. (2013). Chapter 1: Introduction: The discipline and practice of qualitative research. In
The landscape of qualitative research
(4th ed., pp..
An Introduction To Reading And Appraising Qualitative ResearchBryce Nelson
This article introduces readers to qualitative research methods through a six-part series. It discusses key differences between qualitative and quantitative research, including their approaches to knowledge. Qualitative research focuses on understanding experiences and behaviors through tools like interviews and observations, while quantitative research aims to discover objective truths through measures and statistics. The number of qualitative studies in medical journals is rising, but clinicians lack resources to properly evaluate them. This series aims to help readers critically appraise qualitative research by explaining different methodologies, theories, and quality standards.
In a 1,000-1,250-word paper, consider the outcome and process measLizbethQuinonez813
In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:
At least two process measures that can be used for CQI.
At least one outcome measure that can be used for CQI.
A description of why each measure was chosen.
An explanation of how data would be collected for each (how each will be measured).
An explanation of how success would be determined.
One or two data-driven, cost-effective solutions to this challenge.
Use a minimum of three peer-reviewed scholarly references as evidence.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance
Journal of University Teaching & Learning Practice
Volume 14 | Issue 2 Article 3
2017
Developing Scholarly Identity: Variation in
Agentive Responses to Supervisor Feedback
Kelsey S. Inouye
University of Oxford, [email protected]
Lynn McAlpine
[email protected]
Follow this and additional works at: http://ro.uow.edu.au/jutlp
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
[email protected]
Recommended Citation
Inouye, Kelsey S. and McAlpine, Lynn, Developing Scholarly Identity: Variation in Agentive
Responses to Supervisor Feedback, Journal of University Teaching & Learning Practice, 14(2), 2017.
Available at:http://ro.uow.edu.au/jutlp/vol14/iss2/3
Developing Scholarly Identity: Variation in Agentive Responses to
Supervisor Feedback
Abstract
The central task for doctoral students, through the process of writing, feedback and revision, is to create a
thesis that establishes their scholarly identity by situating themselves and their contribution within a field.
This longitudinal study of two first-year doctoral students investigated the relationship between response to
supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence,
independence in research thinking, positioning the self in relation to others), through the lens of individual
agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research
thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the
research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were
used to produce in-depth portraits of the individual experiences and perceptions of each participant. There
were differences between the two individuals in their growing scholarly identities as regards their agency. The
degree of agency exhibited in engagin ...
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Argumentation, critical thinking, nature of science and socioscientific issue...Luz Martinez
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The Case StudyMany disciplines use various forms of the ca.docxmamanda2
The Case Study
Many disciplines use various forms of the case study to examine an individual or phenomenon within a specified context. The approach and application of case study designs also can vary widely between various disciplines such as medicine, law, and the social sciences. However, in the social and behavioral sciences, case studies are often referred to as uncontrolled studies. Yin (2013) defined the case study as an empirical inquiry that investigates a phenomenon within its real-world context, when the boundaries between phenomena and context are not clearly evident, in which multiple data sources are used. Yin referred to the case study as a “method” as opposed to confining it to only an approach or a “tradition” within the various forms of qualitative research (e.g., Creswell, 2012). Generally, the focus of the case study is on developing a narrative or revealing a phenomenon based on an in-depth, real-time, or retrospective analysis of a case. Therefore, issues related to experimental control and internal validity are nonfactors within this approach. Although case studies do not infer causation and the results should not be generalized, the findings can provide rich insight toward phenomena and serve as support for theories and the generation of hypotheses. However, if desired, Yin does offer approaches and models for researchers interested in attempting to infer causation from case study designs (which differs from QCA analysis).
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Confusion does arise when authors use different terminology for similar constructs. These semantic differences can be seen in the work of Yin, who uniquely defined and applied the terms holistic and embedded (see Appendix B) differently than their traditional uses; for example, the term embedded has an entirely different meaning when used by Creswell. Another example of this is the term case study design, used within the qualitative method and most often associated with the ethnographic and phenomeno.
The Case StudyMany disciplines use various forms of the ca.docxarnoldmeredith47041
The document discusses various qualitative research methods including case studies, grounded theory, ethnography, and narrative research. It provides details on the definitions, typical procedures, and appropriate uses for each method. Key points include that case studies involve an in-depth analysis of a real-world phenomenon in its natural context, grounded theory is used to build theory inductively from data, ethnography focuses on understanding cultures from the perspective of participants, and narrative research uses stories to understand human experiences.
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A Model For Presenting Threats To Legitimation At The Planning And Interpreta...Sarah Adams
This document presents models for assessing threats to validity, known as legitimation, in quantitative, qualitative, and mixed methods research. It discusses:
1) The importance of assessing legitimation but the prevalence of authors not discussing limitations. This is especially true for dissertations where authors and advisors may not adequately discuss limitations.
2) Conceptual frameworks for assessing legitimation threats, including Campbell and Stanley's threats to internal and external validity for quantitative research, and Onwuegbuzie and Leech's threats to internal and external credibility for qualitative research.
3) A proposed model for dissertation authors to present legitimation threats at the planning and interpretation phases for quantitative, qualitative, and
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: Do not include citations for the article you are summarizing in an annotated
bibliography. You have already given credit by listing the reference first. This is different
from a paper.]
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references for
the articles you chose as you already referenced them in your an ...
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acknowledgement Patterns In Annals Of Library And Information Studies 1999-2012
1. University of Nebraska - Lincoln
University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln
2013
Acknowledgement Patterns in Annals of Library and Information
Acknowledgement Patterns in Annals of Library and Information
Studies 1999-2012
Studies 1999-2012
Gurjeet Kaur Rattan
Punjabi University Patiala, amrit_lisc@yahoo.co.in
Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac
Part of the Library and Information Science Commons
Rattan, Gurjeet Kaur, "Acknowledgement Patterns in Annals of Library and Information Studies
1999-2012" (2013). Library Philosophy and Practice (e-journal). 989.
https://digitalcommons.unl.edu/libphilprac/989
2. Acknowledgement Patterns in Annals of Library and Information Studies
1999-2012
Gurjeet Kaur Rattan, Assistant Librarian
Punjabi University Extension Library Mohali,
E-mail:gurjeetkaurrattan@yahoo.in
Abstract
The present paper analyses the acknowledgements appearing in the research articles and short
communications in Annals of Library and Information Studies covering the period 1999-2012.
The acknowledgements included in this journal are further analysed in order to find out
frequency of their occurrence, types, number of acknowledgements per paper, highly
acknowledged individuals, and so on. The results show that slightly more than 20% of
communications contain acknowledgements and an average acknowledgement per item is 1.49.
The acknowledgements are of composite nature comprising of moral support, technical support,
access to facilities, financial support and Peer Interactive Communication type. The most
common type of acknowledgements relate to Peer Interactive Communication, comprising of
almost 1/3rd
of total number of acknowledgements. Further most acknowledged individuals and
their institutional affiliations have also been discussed along with list of Peer Interactive
Communication individuals.
Keywords: Annals of Library and Information Studies, Acknowledgements, Bibliometric Studies
Introduction
Like apologising, condoling, greeting or congratulating, acknowledgment is an illocutionary act
in response to social expectations. It is much more than a simple catalogue of indebtedness. An
acknowledgement is a statement of indebtedness to others to give due recognition to individuals
or parties for the successful completion of a research article, book, thesis, project or experiment.
It offers insight into the persona of the writer and the practice of expectation and etiquette that is
involved in the patterns of engagement that define collaboration and interdependence among
scholars.
Acknowledging in research publications refers to influential contributions to the reported
scientific work. These are, like citation practices and authorship, a form of academic recognition
that repays intellectual debt. But citations are formal expressions of debt; acknowledgments are
more personal, singular and private expressions of appreciation and contribution.
Acknowledgements do give others a perception of the many contributions by others to the work
completed and reflect a rich mix of personal, moral, instrumental, financial, technical and
conceptual support received from institutions, agencies, coworkers, peers, family members,
subjects and mentors (Cronin et al., 1993). But, their importance in bibliometric studies have
been overlooked or neglected at many times and bibliometricians show more inclination to
citation studies. However, there are a few studies on the practice, norms and pattern of
acknowledgements and its existence in the scholarly writings. Blaise Cronin is one of the
3. pioneers in the study of acknowledgements, who, as a Professor of the School of Library and
Information Science Indiana University, USA has conducted quite a few studies with his
colleagues on acknowledgements and their importance in the field of bibliometric studies. Three
studies conducted by Tiew (1998a, 1998b, 2002) showed the existence of acknowledgements in
Malaysian learned journals, namely, Journal of the Malaysian Branch of the Royal Asiatic
Society and Journal of Natural Rubber Research. The present paper is based on the analysis of
acknowledgements appearing in Annals of Library and Information Studies (ALIS) covering the
period 1999-2012.
Literature review
Mackintosh (1972) examined acknowledgements pattern in sociology in an unpublished
dissertation. He concluded that the lack of interest in acknowledgements does not necessarily
indicate their irrelevance. A three–tier classification scheme was developed for the study, viz.,
facilities, access to data and help of individuals to study acknowledgements in the American
Sociological Review.
Cronin (1991) explored the social functions and the cognitive significance of acknowledgements
figured in Journal of the American Society for Information Science (JASIS) for the years 1970-
1990. A six-category typology was developed by Cronin as shown in Table 1, applied to 444
acknowledgements of research articles in JASIS 1970-1990. Later on the jargons were replaced
with more easily understandable terms as reflected in Table 1. He concluded that
bibliometricians have given more importance to citations as compared to acknowledgements.
Again Cronin (1995) carried study on acknowledgements in information science, psychology,
history, philosophy and sociology.
Table 1: Typologies of acknowledgements
MacKintos
h
1972
Cronin 1991 Cronin
McKenzie&
Rubio 1993
Cronin 1995 Tiew & Sen
1999
Access to
data
Access Editorial/linguistic
support
Access
Trusted
assessor 1
Peer interactive
communication
Conceptual support@ Peer interactive
communication
Help of
individuals
Moral
support
Moral support Moral support Moral support
Technical Technical support Instrumental/technical
support
Technical support
Dogsbody # Clerical support Clerical support Clerical support
Paymaster* Financial support Financial support Financial support
Facilities Prime
mover**
Unclassified Unclassified
# “:Secretarial support, editorial and presentational guidance, assistance with routine data capture, entry and analysis”.
4. *Grants, scholarships, fellowships
** inspiration or drive provided by principal investigator, project director, dissertation adviser, mentor, guru.
1
Feedback, critical analysis and comment from peers and co-workers acting as sounding boards and sources of
new insight.
@“peer-interactive communication”
Cronin, Mckenzie and Stiffer (1992) conducted study on top ranking Library and Information
Science journals (1971-1990). Personal acknowledgements are common in the scholarly
communication. The pattern of acknowledgements varies from field to field and journal to
journal. A small number of individuals are highly acknowledged while a majority is mentioned
infrequently. The concentration is similar to that found in citation analyses of research
productivity and positive rank order correlation between frequency of acknowledgement and
citation frequency is there.
In another study, Cronin, McKenzie and Rubio (1993) investigated the scale and nature of
acknowledgement behaviour in four academic disciplines; history, philosophy, psychology and
sociology covering a twenty-five year period. A modified version of the typology developed by
Cronin in an earlier study (Table 1) was used for this study. More than 5,600 acknowledgements
were classified. Cross-disciplinary similarities and differences were observed. The frequency
distributions of acknowledgements exhibited high levels of concentration and the authors’
acknowledgement behaviours were highly consistent. Highly acknowledged individuals for each
discipline were also identified.
Tiew (1998a) carried out study on Journal of the Malaysian Branch of the Royal Asiatic Society
in his MLIS dissertation and found out that only 36% articles contained formal
acknowledgements. Tiew (1998) carried another study on Journal of Natural Rubber Research
and explored the extent of acknowledgement being included in research articles and short
communications. The results indicated that 75% of the articles and short communications
contained acknowledgements.
Tiew and Sen (2002) analysed the acknowledged patterns of the research articles and short
communications published in Journal of Natural Rubber Research (1986-1997) in respect of
types, frequency of occurrence etc. Results showed that 74% of items contain
acknowledgements. Average acknowledgement per item was 2.2; the most common type of
acknowledgement was of technical support while peer interactive communication accounts for
44% of the total acknowledgements. A small number of individuals were highly acknowledged
than the rest acknowledged infrequently.
Salager-Meyer; Alcaraz-Ariza and Berbesi (2009) analysed the acknowledgement paratext of
medical research articles in English and Spanish in three countries, Venezuela, Spain and United
States of America. The results showed that acknowledgements from the English-language
samples were significantly more frequent and longer than those from both the Spanish and
Venezuelan samples. Similarly, US had greater number of persons acknowledged and of grants
received than those from both the Spanish-language corpora. There were differences in the
number and types of funding sources. Moreover, in the three samples technical/instrumental
assistance was more frequently acknowledged than peers’ ideational input.
5. Salager-Meyer; Alcaraz-Ariza; Bricen˜o; and Jabbour, (2011) analysed the use of
acknowledgements in medical articles published in five countries (Venezuela, Spain, France, UK
and USA) from 1950 to 2010. For each country, 54 papers (18 research papers, 18 reviews and
18 case reports), evenly distributed over six decades, from two medical journals with the highest
impact factors were selected. Only papers written by native speakers in the national language
were included. Acknowledgments were most common in research papers accounting 40% in case
reports and 31% in reviews. Reviews without acknowledgments were significantly more
common than those with (31%), but there was no trend in case reports. Articles with
acknowledgments predominated only after 2000. Since the frequency of use of acknowledgments
remained stable over time in US and UK journals but increased in non-Anglophone journals, the
overall increase is attributed to the change in non-English publications. It was concluded that the
concept of intellectual indebtedness did not only differ from one geographical context to another,
but also over and from one academic genre to another.
Objectives
The purpose of the present study is to examine the generic structure of the acknowledgements in
ALIS journal in order to find out frequency of their occurrence, types, number of
acknowledgements per paper, highly acknowledged individuals, and so on.
Methodology and scope
The present study attempts to analyze bibliometrically all formal acknowledgements carried by
research articles and short communications appearing in the Annals of Library and Information
Studies for the years 1999-2012. The journal is one of the oldest and established journals in the
field of Library and Information Science published from India. All research articles and short
communications are scrutinized to discover any acknowledgement. This section is found in
clearly identifiable article-ending section and is labeled. Acknowledgements may be “compound
entities” (Cronin et al 2004) where authors may, for example, thank for ideas, federal and/or
industrial funding agencies for financial support and colleagues for moral support.
Results and discussions
Acknowledgements in Annals of Library and Information Studies
Table 2 reports that the practice of acknowledgements in research articles and short
communications is not so common in this journal. Only 74 articles (20.61%) out of 359 articles
contain formal acknowledgements. The maximum number of articles (38.46%) contains
acknowledgements in the year 2006, and minimum number (7.14%) in 2007.
Table 2: Acknowledgements in Annals of Library and Information Studies.
6. Year Number of
articles
Number of articles with
acknowledgements
Percentage
1999 16 2 12.5
2000 17 6 35.29
2001 17 4 23.53
2002 18 5 27.78
2003 19 5 26.32
2004 21 4 19.05
2005 23 4 17.39
2006 26 10 38.46
2007 28 2 7.14
2008 35 5 14.28
2009 34 1 2.94
2010 42 12 28.57
2011 36 10 27.78
2012 27 4 17.81
359 74 20.61
Frequency distribution of acknowledgements
Table 3 reveals the frequency distribution of acknowledgements. The highest number of
acknowledgements per article (2) is found in 2009 and 2012 and lowest in 1999 and 2007. On an
average each article contains 1.49 acknowledgements.
Table 3: Frequency distribution of acknowledgements
Year Number of articles with
achnowledgements
Number of acknowledgements in
articles
Mean
1999 2 2 1
2000 6 10 1.67
2001 4 5 1.25
2002 5 8 1.6
2003 5 7 1.4
2004 4 5 1.25
2005 4 6 1.5
2006 10 14 1.4
2007 2 2 1
2008 5 6 1.2
2009 1 2 2
2010 12 18 1.5
2011 10 17 1.7
2012 4 8 2
74 110 1.49
7. Acknowledgements by Category
Table 4 shows acknowledgements by categories. Here, the distribution is on the basis of number
of categories in one article. The largest number of acknowledgements are in the Peer Interactive
Communication (PIC) category (33.64%) followed by moral support category (28.18%), clerical
support (8.18%), financial support (6.37%), access and technical support (5.45% each). About
12.73% of the acknowledgements could not be classified under the categories mentioned due to
inherent ambiguity, vagueness or lack of contextual clues.
Table 4: Category of acknowledgements
PIC Acknowledgements
Table 5 shows the distribution of PIC acknowledgements. The highest number of PIC
acknowledgements (80%) is seen in 2011 while there is no PIC acknowledgement in the year
2009 and mean is 50%. This figure is close to Information Processing & Management (49.5%),
lower than Journal of Documentation (56.5%), Journal of American Society of Information
Science (54.9%) and higher than College & Research Libraries (46.2%), The Library Quarterly
(42.6%).
Table 5: PIC Acknowledgements
Year Number of articles with PIC Percentage
Year Number of
acknowledgements
in articles
Moral
Support
Financial
Support
Access Clerical
Support
Technical
Support
PIC Unclassified
1999 2 1 1
2000 10 5 1 1 3
2001 5 2 3
2002 8 4 2 1 1
2003 7 4 1 1 1
2004 5 2 1 2
2005 6 2 3 1
2006 14 3 1 1 1 6 2
2007 2 1 1
2008 6 2 1 1 2
2009 2 1 1
2010 18 3 4 1 1 2 4 3
2011 17 1 2 1 2 8 3
2012 8 2 1 1 2 2
Total 110 31 7 6 9 6 37 14
28.18% 6.37% 5.45% 8.18% 5.45% 33.64
%
12.73%
8. acknowledgements
1999 2 1 50
2000 6 3 50
2001 4 3 75
2002 5 1 20
2003 5 1 20
2004 4 2 50
2005 4 3 75
2006 10 6 60
2007 2 1 50
2008 5 2 40
2009 1 NA
2010 12 4 33.33
2011 10 8 80
2012 4 2 50
74 37 50
Number of acknowledgements per individual
Table 7 reveals the number of acknowledgements per individual. There are 37
acknowledgements in PIC category but there are total of 59 individuals acknowledged. Out of 59
PIC acknowledgements 3 individuals have been acknowledged twice, 42 have been
acknowledged once. There is eleven numbers of anonymous referees, reviewers and editors.
Table 6: No of acknowledgements per individual
No. of times acknowledged No. of
individuals
1 42
2 3
Individuals acknowledged
Dr Chaitali Dutta from DLIS Jadavpur University Kolkata, Professor B K Sen from Information
and Communication Society of India has been acknowledged twice. Again Dr Usha Mujoo
Munshi has been acknowledged twice; she was former Chief Librarian of Indian Statistical
Institute as well as Librarian Indian Institute of Public Administration, New Delhi. A further
investigation of the institutional affiliation of individuals indicates that almost all the individuals
are from library and information technology institutions. Hence, it can be deduced that the
individuals from library and information technology play important role in the growth of library
literature as reflected in the journal under study.
9. Table 7: List of individuals acknowledged
Name Acknowledgement
score
Chaitali Dutta 2
Usha Mujoo Munshi 2
B K Sen 2
Alexander Pudovkin 1
A P Mishra 1
B Ramesh Babu 1
G J Chintawar 1
Gangan Prathap 1
H Shivananda Murthy 1
J P Srivastava 1
Jaideep Sharma 1
K C Garg 1
K P Majumdar 1
Krishnapada Majumdar 1
Lokesh Pandey 1
Nabi Hasan 1
Neeraj Chaurasia 1
R Lahiri 1
S Chattopadhyay 1
S M Zabed Ahmed 1
S R Mediratta 1
T N Athmaram 1
T Prem Kumar 1
William Nwagwu 1
Eugene Garfield 1
John Willinsky 1
Bidyarthi Dutta 1
Manoj K Joshi 1
Nagender Nath Dutta 1
S M Shahbuddin 1
Shanker B Chavan 1
Aruna Karanjai 1
Renu Arora 1
Nico Rasters 1
A Arunachalam 1
B D Gupta 1
C V Ranjan Pillai 1
10. Grant Lewison 1
R G Rastogi 1
Raf Guns 1
Check Thomas 1
R C Gupta 1
Soren Paris 1
R P Sharma 1
Subbiah Gunasekaran 1
Findings and Conclusion
The practice of acknowledgements in ALIS research communication is not so common as only
20.61% of items contain acknowledgements. The average acknowledgement per communication
is 1.49 and there is composite nature of acknowledgements comprising of moral support,
technical support, access to facilities, financial support and PIC. The most common category of
acknowledgement found is PIC category accounting for about 1/3rd
of the number of
acknowledgements.
The mean percentage of the PIC acknowledgements is 50% which is close to Information
Processing & Management (49.5%), lower than Journal of Documentation (56.5%), Journal of American
Society of Information Science (54.9%) and higher than College & Research Libraries (46.2%), The
Library Quarterly (42.6%). As most of the individuals acknowledged are from Library and
Information Technology, so it can be deduced that the individuals from library and information
technology play important role in the growth of library literature as reflected in the journal under
study.
Acknowledgements are sophisticated textual constructs which bridge the personal and the public,
the social and the professional, and the academic and the lay. Their use in research papers
reflects the considerable significance of different persons associated with scholarly discourse.
This is perhaps the most explicitly interactive genre of the academy whose purpose obliges
writers to represent themselves more openly.
Acknowledgement
The author is very grateful to Ex Librarian, Dr Devinder Kaur and Librarian, Dr Saroj Bala, Bhai
Kahn Singh Nabha Library Punjabi University Patiala for their encouragement and moral
support. Special thanks must be given to my Uncle Dr S. S. Rattan NIT Kurukshetra for reading
the paper and giving valuable suggestions to improve the paper. A special acknowledgement is
extended to my colleagues specially Mrs Prabhjot Kaur and Aunt Mrs Balwinder Kaur.
References
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Cronin, B.; Shaw, D. and La Barre, K. (2004) Visible, less vissible and invisible: patterns of
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century Chemistry. Journal of the American Society for Information Science
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Salager-Meyer, F.; Alcaraz-Ariza, M. A. and Berbesi, M. P.(2009). Backstage solidarity in
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IASLIC Bulletin, 41 (2), 49-57.
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on journal of natural rubber research 1986-1997. Malaysian Journal of Library & Information
Science, 7 (1), 43-56.
Mackintosh, K. H. (1972). Acknowledgement patterns in sociology. Ph.D. dissertation, University of
Oregon.