This document discusses the importance of establishing a theoretical framework in research. It provides examples of common concepts used in library and information science research like information needs, effectiveness, expectations, and value. A good theoretical framework advances knowledge, provides patterns to interpret data, and links studies together. The document also discusses components to consider when developing a logical structure for a study, including identifying what, who, where, when, and how research questions. Establishing objectives for a study is also reviewed.

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?