Teaching

Research Methods [17:610:511]
Principles of Searching [17:610:530]

Evaluation of Library and Information Services and Systems [17:610:572]
Application of Research in Information Technology [04:547:300]

Methods of assessing individual and organizational information needs, with emphasis on quantitative social science research techniques. Includes evaluative methods as an essential component of planning; critiques of published research; computer laboratory sessions for statistical data analysis.

II. Pre- and/or Co-requisites: None

III. Course Objectives

Students will gain a knowledge and understanding of the concepts and terminology of empirical methods used in social science research within the library and information science field. Qualitative research methods are included in this course as they are appropriate for certain research investigations. Selection of a particular research method will be determined based on the problem under investigation and its underlying assumptions.

For quantitative methods, emphasis throughout the course will be on theory development with attention to concept formation and confirmation in a research program. Planning, design, and sampling will be covered for various research methods covered in the course. Selected experimental designs, survey research methods, and qualitative methods will be covered as they relate to problems in library and information science research.

Students are expected to gain an introductory knowledge of topics in descriptive statistics, inferential statistics, and qualitative research methods. Computer packages will be used to facilitate data analyses. Computer laboratory sessions will be held as an essential component of this course. Application of concepts learned will be demonstrated in papers and an examination.

IV. Organization of the Course
[Class coverage of topics is estimated and includes overlap. See also THE AGENDA.]

A. Introduction to course (class 1)

B. Descriptive Statistics (classes 1-4)

    1. Frequency distributions, central tendency, dispersion, bivariate displays contingency tables, and descriptive models.
    2. Graphic displays: bar charts; scatterplots; other types of displays.
    3. Computer aided data analyses (laboratory exercises).

C. Inferential Statistics (classes 4-9)

    1. Hypothesis testing, chi-square, t-test, analysis of variance, correlation, simple linear regression.
    2. Use of graphic displays to reinforce statistical significance

D. Evaluating Research (classes 10)

    1. Reliability, validity, generality, confirmation
    2. Sources of error and bias
    3. Critical evaluation of published research

E. Problem Definition and Methodology (class 11)

    1. Experimental designs
    2. Survey research
    3. Systems designs

F. Sampling Issues (classes 11-12)

    1. Random selection and assignment
    2. Types of samples
    3. Sample size considerations
    4. Applications of sampling to actual research
    5. Representativeness and generality

G. Qualitative Research Methods (class 13-14)

H. Final Examination (class 15)

V. Major Assignments

A. Required textbooks:

    1. Babbie, Earl R. The Practice of Social Research. 9th edition. Wadsworth, 2001. 672 pp. ISBN: 0-534-57474-2

    2. Williams, Frederick; Monge, Peter. Reasoning with Statistics; How to Read Quantitative Research. 5th edition. Harcourt College
        Publishers, 2001. ISBN: 0-155-06815-6.

B. Papers and Examinations: (See Appendices for descriptions of papers.)

    1. Paper using descriptive statistics with graphic displays is due the 6th class meeting (TBA).
    2. Paper using inferential statistics with graphic displays is due the 9th class meeting (TBA).
    3. Paper evaluating published research article is due the 12th class (TBA).
    4. Final examination held during last class session (TBA). This exam is based on: (a) class lectures; (b) the papers prepared for
        the class; (c) qualitative methods; and, (d) information contained in the textbook readings.

VI. Methods of Assessment

    Date
    1. Paper 1. (TBA). Descriptive Statistics: 25% of final grade.
    2. Paper 2. (TBA). April 1st Inferential Statistics: 25% of final grade.
    3. Paper 3. (TBA). Evaluation of published research: 25% of final grade.
    4. Exam. (TBA). Final Examination: 25% of final grade.

[  Appendixes and Handouts  ]

-  Appendix A: Paper I: Descriptive Statistics

-  Appendix B: Paper II: Inferential Statistics

-  Appendix C: Review of a Published Research Paper

-  Handout A: Using Excel When Doing Descriptive Statistics

-  Handout B: Introduction to SPSS Windows 10.0: Part I & II

Principles and practices associated with searching of a variety of information resources, based on services for information users. Structure of resources relevant to searching. Information retrieval (IR) models, including Boolean (exact match), ranking (best match), and interactive models. Web search engines. Web reference sources. Interactive processes in information seeking and searching; mediation and interviewing process to model users. Search strategies and tactics for effective searching. Presentation and evaluation of search results. Laboratory exercises and assignments include database vendors, such as DIALOG and LEXIS/NEXIS, the Web, and reference sources.

Will be posted later.

Methods of assessing performance and value, with emphasis on evaluating each system or service in its context. Specification of criteria, measures, measuring instruments, and methods of evaluation related to a variety of library services, and to information retrieval systems.

II. Pre- and/or Co-requisites: None

III. Course Objectives

Students will investigate the range of evaluative methods used in library and information science to assess institutional, system and service performance. Value issues and external validity issues will be highlighted during this review. Emphasis throughout the course will be on the impact of systems and services to end-users.

Measurement issues will be explored as they relate to evaluation goals and objectives. Students will simulate the design of an evaluation program for targeted users and will analyze the results obtained using quantitative and qualitative research methods. Effective methods for graphing data results will be emphasized for this objective. Computer packages will be used to demonstrate data analysis and the creation of graphic displays. Computer laboratory sessions will be held as an essential element of this course.

Alternative methods to evaluate services and systems will be explored with a concomitant analysis of the advantages and disadvantages of each approach. Specific references will be made to the appropriateness of different evaluative methodologies and criteria.

IV. Organization of the Course
[Class coverage of topics is estimated and includes overlap.]

A. Introduction to course

    1. PowerPoint overview of issues
        a. Disruptive technologies
        b. TFG library assumptions
    2. Related issue: institutional performance as a measure of accountability
    3. Purpose of accountability and its role in planning

B. Disruptive technologies vs. Balanced Scorecard. For reference only:

    1. Christensen, Clayton M. The Innovator's Dilemma; The Revolutionary National Bestseller That Changed The Way We Do Business.
        New York: HarperCollins (HarperBusiness), 2000. 252 p. ISBN 0-06-662069-4

    2. Kaplan, Robert S.; Norton, David P. The Strategy-Focused Organization; How Balanced Scorecard Companies Thrive in the New
        Business Environment. Boston, Massachusetts: Harvard Business School Press, 2001. 400 p. ISBN 1-57851-250-6

C. Hernon/Whitman: Delivering Satisfaction and Service Quality. Understanding three essential areas:

    1. Understanding customer service: Hernon/Whitman, Chap. 1, pp. 1-13.
    2. Understanding service quality: Hernon/Whitman, Chapter 2, pp. 14-30.
    3. Understanding customer satisfaction: Hernon/Whitman, Chapter 3, pp. 31-73.

D. Methodological issues in evaluation/performance studies (class 4)

    1. Theoretical & structural issues
    2. Sampling [N.B.: unit of analysis issue for organization vs info retrieval system]
    3. Design: experimental studies; survey research; system designs
    4. Value issues
    5. External validity issues
    6. Outputs, inputs, impacts, etc.
    7. Information retrieval system evaluation

E. Framework for improving ServQual & Customer Satisfaction over time:
    -   Hernon/Whitman, Chap. 4 + Appendices, pp. 43-73.

F. Qualitative measures used in evaluation

    1. Case studies
    2. Observation studies I
    3. Interviewing
    4. Diaries
    5. Talk-aloud protocols
    6. Focus group interviews
    7. Other designs and methodologies

G. Creating a new service model
    -   Hernon/Whitman, Chap. 5, pp. 74-92

H. Satisfaction: measurement and evaluation
    -   Hernon/Whitman, Chap. 6, pp. 93-116

I. Quantitative measures used in evaluation. Computer applications.
    -   Hernon/Whitman, Chap. 7, pp. 117-126
    -   Hernon/Whitman, Chap. 8, pp. 127-156

    1. Descriptive statistical measures
    2. Graphic displays showing:
        a. Performance over time
        b. Performance compared to peers
    3. Inferential statistics
    4. Information retrieval system issues.
    5. Census data applications

J. New assumptions and new designs for planning alternative futures
    -   Hernon/Whitman, Chap. 9, pp. 157-169

V. Major Assignments

A. Required text: available in RU Bookstore, Albany Street (across from train station).

    -   Hernon, Peter; Whitman, John R. Delivering Satisfaction and Service Quality: A Customer-Based Approach for Libraries. Chicago:
        American Library Association, 2001. ISBN: 0-8389-0789-X $40.00 [Here is what I sent the bookstore: (ALA Member Price: $36.00)
        (Order from: American Library Association, ALA Order Fulfillment, P.O. Box 932501, Atlanta, GA 31193-2501, phone: 1-866-746-
        7252, fax: 770-442-9742.)]

B. Papers
    -   There will be three papers due in this course. Each of these mini-term papers should be approximately 7 to 10 pages in length.
        They will be on a topic of your choosing and they should link to the overall course themes. We will discuss in class what each
        person is planning to write on. We will also share the overall findings of each paper in class discussions.

C. Other readings will be assigned throughout the semester.

VI. Methods of Assessment

    Date
    -   Paper 1. early October. 33 ¼ % of final grade.
    -   Paper 2. early November. 33 ¼ % of final grade.
    -   Paper 3. early December. 33 ¼ % of final grade.
    [Note: I will subjectively assign the remaining ¼ % of the final grade.]

An introduction to systematic inquiry in information technology and informatics using quantitative and qualitative approaches with an emphasis on individual and organizational users of information in a digital environment. Includes the analysis, synthesis, evaluation, and reporting of applied and theoretical research in the information technology field. Computer laboratory sessions are used to facilitate statistical, textual, and graphical analyses of data. Methodologies of research in information technology are critically evaluated.

II. Objectives/Competencies

The student will:
- Gain a knowledge and understanding of the concepts and terminology used in information technology and informatics research
- Evaluate the appropriateness of selected qualitative and quantitative research methods when conducting research studies in different information environments.
- Present the design for a particular research method in a simulated study in the information technology area.
- Use programs in computer labs to analyze research data.
- Interpret how data analyses supports theories and decisions for the users of and use of information technologies.
- Analyze and synthesize research and technical reports to identify decision points, develop plans, and create action agendas.
- Learn how to apply research findings to real world problems.

III. Organization and Focus Themes for the Course

- The underlying principles of research in information technology and informatics as they apply to the analysis, synthesis, and evaluation of information.
- Planning, design, and sampling for different information research methods.
- Selected experimental designs, survey research methods, and qualitative methods as they relate to problems in information technology.
- Methods appropriate for assessing research studies within a digital environment.
- Collect original research data and using descriptive statistics and graphic displays to depict patterns and relationships among variables
- Apply inferential statistical methods to determine if there are statistically significant relationships or differences among variables
- Application of skills learned in class exercises and projects to real world problems and decisions.

IV. Learning and Teaching Tools

WEBBOARD. Class members will actively participate in online threaded discussions of issues raised by lectures, readings, and class projects and exercises. WEBBOARD will be used for this purpose and you will be notified when it is available for you to post messages and results of data analyses. All students will be expected to participate in substantive discussions of course topics addressed and the work to be accomplished. The web address for the WEBBOARD will be given out in a future class. Constructive and cooperative peer review will be a key element of sharing ideas and furthering knowledge. As manager of our class's WEBBOARD, I get to see your level of activity.

HABITAT will be used to post all class handouts, guide you to additional readings, and act as a repository for this syllabus and other important information. Usually I will prepare an Agenda for each class to let you know what I intend to cover that day. A text reading schedule is also available to keep us on track as we move through the various topics covered in this course.

CASE represents a service component of the course. It is voluntary and carries one additional credit. We will discuss this opportunity in class to include registration procedures. It is my hope we can get a special orientation from the CASE office explaining this valuable opportunity. Note that you will be required to attend a half-day orientation session on a Saturday in September.

CLASS LIST-SERV will be set up for our course but it will be controlled by me. I will "blind copy" you with announcements as they are needed. I promise not to use this much since we will be relying more on the WEBBOARD and on HABITAT. I will use whatever email address you prefer for these communications.

V. Major Assignments

[Requirement A] This course requires regular critiques of all assigned readings. The reading schedule is distributed separately from this syllabus. Keeping track of text readings is Requirement A for this course. I will keep track of in-class assessments of your reactions to the readings as well as our discussions of these reading during class session.
This course has a series of other requirements and I will track your progress through these. We will need to be tolerant of ambiguity since I prefer class topics to evolve based on our combined interests in similar topics. Separate information will be provided on other requirements in class. If possible, you will post Requirements 1 and 2 to a class WebBoard for comment and reactions by others.

Web topic. [Requirement 1] You will be asked to explore an area of the web which provides information ripe for graphing data. Such areas might include poverty information, employment rates, and similar areas important to our society. This requirement is to be done by one person at the early part of this Fall 2002 semester. It is possible to use Census data for this assignment and for the next assignment (and these efforts can be linked).

Census data. [Requirement 2] You will be asked to capture census data in an area of interest to you and to plot the significant portions of that data for a WebBoard posting and for an in-class discussion. There will be a sign-up sheet in class to list the census area you are exploring. You can work in small teams on this requirement. [Later in the semester, this effort can be extended to a final project.]

Statistical exercises. [Requirement B] During the semester, I will give you small data sets to graph and explain in class. We will use graphs which contain data, interpretive text, and other enhancements to expand meaning. Again, I will track your progress in this area.

A final course projects is required [Requirement C]. More explanation will be given in class. An online web survey was used in my last class and students found this to be useful. I expect we will use a similar approach with a simulated data set and a small group (or individual) presentation to the rest of the class at the end of the semester. The work can be done in small groups or by you alone. I will be flexible on how you work on this project but I do expect to be able to observe your ongoing work. This project will include descriptive and inferential statistics and some analyses of qualitative data.

VI. Required textbooks

Authors: Jeffrey O. Bennett; William L. Briggs; Mario F. Triola.
Title: Statistical Reasoning for Everyday Life.
Edition: 2nd edition.
Imprint: Boston: Addison Wesley, 2002.
Paper, 576 pp.
ISBN 0-201-77128-4.

Please note that this text is available in the Rutgers University Bookstore on Albany Street. I will distribute the reading schedule for our text separate from this handout. After you obtain the text, please scan the book to get a sense of what it contains. You can scan the book by reading the tables of contents and by slowing turning each page of each text to get an appreciation for what will be covered. If requested, I will put one personal copy of the text on undergraduate reserve in Alexander Library.

VII. Resources

Below are some resources you might want to investigate. Using a copy of this syllabus on Habitat will make it easier to click on these sites. Please note that I have recently reviewed these sites and that each link is reliable. Nonetheless, please let me know if you experience any difficulties when using these resources.

Our main resource will be Excel since it is ubiquitous and easily accessible. Some of you have good experience with Excel and we will rely on you to share your good knowledge in this area. I also have an Excel handout which you might find interesting. Our use of Excel will be for graphing data and for doing statistical analyses. We will not be using Excel for accounting or other business applications.

Clay Helberg. Statistics on the Web. A list of statistics resources. Note that many of the software sites require licensing fees. A number of sources allow for free 30 day trial periods using their full product. Helberg works for SPSS but includes all statistical resources on his site. Be sure to see his section listing full statistical courses on the web. You will want to spend several hours exploring many of the links listed in Helberg's web site.

[http://www.execpc.com/~helberg/statistics.html]

Statistica's StatSoft Electronic Statistics Textbook. The entire textbook can be downloaded for free. The parent website which has a link to StatSoft's public service textbook is available online.

[http://www.statsoft.com/textbook/stathome.html]
[http://www.statsoftinc.com/]

StatGraphics offers an interesting approach to statistical analyses where it provides boilerplate interpretation of statistical tests. A free download for 30 days can be obtained at the site after you register. SG+ is pushing quality control, i.e., Six Sigma approach, and we might want to explore why their parent company-Manugistics-is emphasizing this.

[http://www.statgraphics.com/]

SPSS is a widely used package of statistical programs with very good documentation. It is supported by Rutgers and is available in the SCILS computer laboratories. You can also get demo downloads from their web site. I note that they are pushing data mining and we might get someone in class who has done this to provide us with this application.

[http://www.spss.com/]

Excel: Other web sites will be explored as they relate to the purposes of this course. Excel is a key source for graphing and analyzing quantitative data. Excel is also useful when testing hypotheses to assess statistical significance. A separate handout will be provided for Excel which includes descriptive and inferential statistical applications.

Dan O'Connor LIS / SCILS / Rutgers