This document provides a comprehensive guide for library and information science practitioners on starting and conducting research or evaluation projects. It outlines various aspects such as defining research questions, designing studies, employing quantitative and qualitative methods, and writing up findings. The guide emphasizes the importance of understanding research contexts, literature reviews, ethical considerations, and effectively communicating results to various audiences.

1. WRITING RESEARCH
PROPOSALS & PUBLICATIONS
CILIP IL Group and LIRG

2. Getting started
Dr Alison Brettle

3. Aims
• To help LIS practitioners get started in research or
evaluation projects (and then write them up)
– What is research? What is evaluation?
– What are the challenges and practical considerations?
– When to use quantitative and qualitative approaches
– How to plan a project
• No ..isms or ..ologies or paradigms!

4. 4 D’s
• Defining – which questions are
suitable?
• Designing – what methods can
I use?
• Doing – how do I do it?
• Describing – how do I tell
people about it?

5. Context: why research?
10 good reasons to engage in research?

6. Aims of research ...
• Discover causes
• Understand activities
• Understand behaviours
• Explore perceptions
• Predict future trends
• ‘Blue skies’ – exploratory research
• Testing hypotheses
• Evaluating impact

7. Research or evaluation?
Research Evaluation
“The systematic investigation into and
study of materials and sources in order to
establish facts and reach new
conclusions” (Oxford Dictionaries,
http://oxforddictionaries.com/definition/
english/research)
“An enquiry” (Robson, 2002)
“A study with a distinctive purpose; it is
not a new or a different research
strategy”
“Often to assess the effects and
effectiveness of something” (Robson,
2002)

8. Characteristics of research
Successful Unsuccessful
Activity and involvement Expedience
Convergence Method or technique
Intuition Motivation by publication, money or
funding
Theory Lack of theory
Real world value (Robson, 2002 – adapted from Campbell,
1982)

9. Generic categories of research purpose
• Exploratory
• Descriptive
• Evaluative
• Predictive
• Explanatory
• Developmental

10. Some purposes of evaluation
To find out if
user needs
are met
To improve a
service
To assess the
outcomes of
the service
To find out
how a service
is operating
To assess the
efficiency of a
service
To
understand
why a service
works (or
doesn’t)
What should
the focus be?
How can we
make the
service
better?
Does the
service meet
its planned
goals?
What
happens in
the service?
How do the
costs
compare with
the benefits?
Are we
reaching the
right group?
What
happens to
users as a
result?
Is the service
operating as
planned?
Is it more or
less efficient
than other
services?
Are we
providing
what users
need?
Is it worth
continuing?
(Adapted
from Robson,
2000)

11. What is involved?
• Deciding the focus
• Developing the questions
• Choosing a strategy
• Selecting the method(s)
• Arranging the practicalities
• Collecting the data
• Analysing the findings
• Reporting what you have found

12. What skills do I need?

13. Everyday life skills for research
• Reading
• Listening
• Watching
• Choosing
• Questioning
Summarising
Organising
Writing
Presenting
Reflecting

14. A note on terminology
• Research methodology – the approach or
perspective taken to do the research
• Research design – how you do the research
• Research methods – the tools you use to do
the research

15. Getting started……Defining

16. Why do you need
a research question?
• Offers direction throughout the
study
• Guides the search strategy and
choice of data collection method
• Suggests the format of likely
answers

17. Start with a topic
• What are you interested in?
• What problems are there at work?
• What issues are topical?
• What do we know little about?
• What do people disagree about?
• What do influential people want to
know about?
• What did your mum tell you to do?
?

19. Can the topic be researched?
• What is pain?
• Why are people anxious?
• Is Coke better than Pepsi?
• Why do girls get pregnant?
• Should we return to the moon?
• Can teenagers live on only noodles and beer?
• Why do patients not take their drugs properly?

20. Back to your topic, then…
Is it too broad (or too narrow)?
Is it researchable?
Is it worthwhile?
Does is still grab you?

21. Focus of questions – and studies
• What? (What is happening?) Exploratory
• What? (What has happened?) Evaluative
• What? (What will happen?) Predictive
• What? (What caused it?) Experimental
• Why? (Why is this happening?) Explanatory
• How? (How could things be different?) AR
• How? (How many?) Survey

22. Defining!
• Explanatory – Do doctors find
things quicker after being
taught search skills?
• Experimental – What works
best – face to face or online
teaching?
• Exploratory – What are
students’ experiences of
information literacy training?
• Descriptive - What are users
perceptions about information
literacy training?

23. Components of a research question
• Concise and direct
• Understandable
• A researchable problem
• Focused on central issues
• Multiple questions?
• Sub-questions?

24. Activity 1 -
• In small groups
• What are the key issues about
information literacy?
• What questions could be asked?
• …are they what, why or how
questions?
– …what sorts of answers might they
prompt?
• It may help to think of a problem

25. Using the literature
• Why do a literature review?

26. Why…
• Demonstrates your subject knowledge
• Improves your writing skills
• Contextualises your research
• Helps direct your research
• Helps formulate your research questions
• Can’t reinvent wheels – justify your original contribution
• Provides material for comparison in later discussion sections

27. The literature can help justify/discuss
• Whether your findings confirm those of other studies
• Whether your findings extend other studies
• Whether your findings break new ground
• Whether your work raises issues about the methodological
choices used by other studies
• Whether your work challenges existing theoretical
approaches to your subject

28. Your literature review should be
• A coherent synthesis of existing research which
– Demonstrates the context of your work
– Involves thematic lines of argument round the research question
– Demonstrates trends in how the topic has been treated by other
researchers
– Makes links to the themes of your study
– Shows a clear gap where your study fits in

29. What does this involve?
• Assessing the value of the literature at a number of levels
– Individual papers – eg significant material
– Collections or groupings of papers
• Emphasising the limitations of existing knowledge
– Identifying the gaps – promote the value of your research
– Justify the contribution of your study

30. What doesn’t it involve?
• Lists of references
• Long descriptions/summaries of other studies
• Inaccurate citations
• Illogical flow
• Overuse of quotations and just paraphrasing of
other’s work
• etc

31. Another way of thinking about it
• Literature review as a map of the
field and its debates
• Purposes of a literature review:
-> identify and
summarize key
paradigms and arguments
in your field
-> position yourself in
relation to these
arguments to set up your
own argument

32. Can learn from (or do a) Systematic
Review
A review of all the
literature on a
particular topic, which
has been
systematically
identified, appraised
and summarised
giving a summary
answer.

33. What is a systematic review?
• An overview of primary research
studies conducted according to
explicit and reproducible
methodology
• A rigorous method of summarising
research evidence
• Shows what we know and don’t
know about a topic area
• Provides evidence of effectiveness
(or not) by summarising and
appraising relevant evidence

34. Systematic review process
• Define/focus the question
• Develop a protocol
• Search the literature (possibly 2 stages scoping and actual
searches)
• Refine the inclusion/exclusion criteria
• Assess the studies (data extraction tools, objective manner)
• Combine the results of the studies to produce conclusion
• Place findings in context – quality and heterogeniety of studies,
applicability of findings

35. Your protocol
• Plan what you are going to do in
the review
• Set out the background and
objectives
• Outline the resources you will use
• Establish inclusion/exclusion
criteria
• How will data be extracted (what
will be extracted)
• How will you synthesise literature
• Keeps you on track and focussed

36. How will you refine the inclusion/exclusion
criteria?
• Tighter the criteria =
– less papers to review
• BUT
– will your review draw any
meaningful conclusions?
– Will it cover all relevant
perspectives
• Focussing the question v quality
of studies

37. Know what you want to find
out????
• Think about your structure
before you start writing
• Use a tool so that you record the
same information about each of
the study
• Make sure it captures the
elements that you wish to write
about in your final report
• Don’t just cherry pick the bits you
like
• Quality of studies – what
evidence are you going to
include? How are you going to
assess the quality

38. Critical appraisal and SRs in LIS
• LIS specific or adapt one from healthcare
– http://nettingtheevidence.pbworks.com/w/page/114
03006/Critical%20Appraisal%20Checklists
– HCPRDU tools
• http://usir.salford.ac.uk/13070/
• LIS specific systematic reviews
– http://lis-systematic-reviews.
wikispaces.com/Welcome

39. Quantitative v Qualitative?

40. What is quantitative research?
• Objective approach, neutral
• Scientific? Experimental? Non-experimental
– Introduces a change and collects
data about effects
– Specifiy design, collect data about
effects
• Fixed (Robson)
– Set out what you are going to do and
how you are going to do it
– Follows well established procedures
• Samples, variables,
measurement, control,
confounders

41. What is quantitative research?
• …allows you to count things
• …may try to prove things
• Answers “what” or “how” questions
– Questionnaires (to collect numerical
data),
– Usage figures
– Web logs

42. What is qualitative research?
• Understanding behaviour
or perceptions or views
• Less structured
• Obtaining meaning
• “Why” questions or “how
things are perceived
• In reality – mixed methods
are often used

43. • QUANTITATIVE
• Counting/measuring
• Large samples (often)
• Questionnaires
• Analysis of statistics,
weblogs
• QUALITATIVE
• Understanding of
behaviour
• Perceptions
• Exploratory research
• Interviews, focus
groups
• Observation
What? Why? How?

44. Some Worked Examples
• What database is best for searching on the topic
of severe mental illness? (Counting –
Quantitative, simple descriptive statistics)
• Teaching online is as good as teaching face to
face (Proving – Quantitative, quasi experimental
or experimental)
• Which is best? Mediated searches or teaching
users to find information? (Mixed – simple
descriptive statistics, inferential statistics and
thematic analysis of users views confirmed with
focus groups)

45. What are doctors experiences of
• Do doctors receive training in searching?
• Do doctors use the methods they were taught in training?
• Do doctors find relevant material?
• How often do doctors need to search using online
databases?
• How frequently do doctors use online databases?
• What do doctors think about the training they receive?
• Do doctors percieve that the training they receive equips them to
be evidence based practitioners?
• Does the training enable doctors to be better evidence based
practitioners?
searching?

46. Defining Tips!
• Make sure your question isn’t
too big/broad/narrow
• Make sure your objectives are
smaller than your aims
• Think – what exactly is it that
you wish to find out. Does
your question really reflect
this?
• Don’t build in assumptions
– What are the benefits of
teaching doctors to search?
• The clearer the question – the
easier it is to find the answer!

47. Activity 2: Defining
• Think of a question that
you could answer by a
research or evaluation
study
• It may help to think of a
problem!
• You may want to break it
down into objectives that
will allow you to collect
data to answer the
question
• Does it lend itself to
quantitative, qualitative
or mixed methods

48. Designing
• What methods are you going to use to collect the data to
answer your question?
– Involves asking questions of people, systems or texts
– Involves testing? A hypothesis?
– Could use questionnaires or data you already collect or other
measure or test or “experiment”
• Who (what) is your population?
• Sampling – random, representative, purposive,
theoretical, snowball?
• Valid/trustworthiness – does it do what it says on the tin?
• Reliable – does it do it consistently/accurately?
• Ethics – is your approach ethical ?
• Bias and confounders - can you avoid them,
or account for them?

49. Research ethics
• Need to be considered at all stages:
– Formulating questions
– Gathering data (sampling, informed consent)
– Analysing data (anonymity, confidentiality)
– Writing up (reliability, accuracy)
– Dissemination
• Working with particular groups
– ‘hard to reach’
– Children
– NHS ethics

50. An experimental study of information literacy
training to pre-registration nurses (testing online
training v traditional teaching)
• As part of the degree course nurses need to
learn IL skills – to help them through
assessments (obtain their degree) and to
ensure competency in professional practice
(evidence based)
• What are the ethical issues involved?

51. An experimental study of information literacy training
to pre-registration nurses (testing online training v
traditional teaching)
• Training session(s) linked to assessed work
Two training sessions – 4 tests
– Ensure that both methods cover the learning outcomes in the same
way
– Ensure both groups receive the same information at the same time
– Ensure that the cohort wasn’t being tested for anything else
– Ensure that test didn’t affect their assessment or its results
– Students were able to opt out of intervention group and/or not have
their “test” results included in the study
– University ethics procedure/school procedure
– Student names/numbers not used (analysed by group not individual)
– Crossover design

52. Design – Tips!
• Look for examples of similar
studies – can you use/adapt
the approach
• Has someone else developed
a tool you can use?
• Make it feasible and
manageable
• Be pragmatic - be as rigorous
as you can whilst being aware
of the limitations
• Make sure it is appropriate for
the question
• Write a research proposal

53. Activity 4: Designing
• Go back to your question
• How would you design
your study to answer it?
– What are your aims and
objectives?
– What data do you need to
collect?
– How are you going to
collect it?
– Who are you going to
collect it from?
– What
tools/methods/approaches
are you going to use?

54. Doing
• How am I going to collect the
data/information?
– Eg online or paper questionnaires,
interviews, observations, recording,
transcribing
• How am I going to analyse the data
I collect?
– Excel, SPSS, Descriptive statistics,
Inferential statistics, content analysis
• Do I need any help? (You may
want to seek this at the design
stage)
• Do I have the right skills?
• Do I have enough resources?

55. Describing
• What should I write about and how should I do
it?
– Need to explain what you have done and how
you did it.
– Need to present your study in a way that is
meaningful for the particular audience.
– Need to think about style
• Where should I write about it?
– Project report
– Newsletters
– Journals – Evidence Based Library and
Information Practice, Library and Information
Research, subject specific
– Posters – conferences or study days
– Presentations – internal, conferences
• If you are not going to do anything with it –
why do the research?

56. Describing - Tips
• Think – what are the key messages for
this audience
• What is the best way of presenting the
data?
• Can the audience understand what I’ve
done?
• Can the audience work out if it is valid?
Reliable?
• Have I explained and addressed the
limitations
• Don’t “hide” results
• Have I “answered” my
objectives/research question?