Syllabus+and+Schedule

= From the Syllabus=

=**S506 Introduction to Research**=
 * Summer 2011**
 * Saturday 9 a.m. to 4p.m.**
 * IUPUI Campus: ????**
 * Andrea J. Copeland, Ph.D.**
 * (w)317-274-0114, (c)646-831-8448**

Catalog description
The research process, including concepts, design, conduct, and evaluation. Principles and characteristics of approaches and methodologies relevant to research in the field. Examples of data sources and introduction to methods of statistical description and analysis; ethical issues.

Student objectives
Upon completion of the course, students will:
 * understand the various types of professional research in librarianship and their place in the development of library and information science.
 * articulate research questions including variables, theory, operationalization, and hypothesis, within ethical guidelines.
 * analyze the strengths and limitations of key research approaches, both quantitative and qualitative, for library research situations.
 * take a question or project from idea up to research or evaluation data-gathering.
 * exercise basic skills in numerical, textual, and oral communication of research.

Course resources
Patten, Mildred L. Understanding Research Methods: An Overview of the Essentials. Glendale, Calif: Pyrczak Pub, 2005. Print. (Any edition is fine—follow the given topics. Also will have copy on Reserve.)
 * Required:**

Mann, Thomas. Library Research Models: A Guide to Classification, Cataloging, and Computers. New York: Oxford University Press, 1993. Print.

Citation (style) manuals
Students in this course must format all citations in written work using the American Psychological Association Publication Manual, or the Modern Language Association citation manual, or the Chicago Manual of Style (humanities or author-date formats).

There are two exceptions: first, for journal articles or books accessed electronically but also existing in print, you may cite the articles/books as if they were in print format (that is, without database or web address; DO include page numbers).

Due Dates are Flexible.
All written assignments are to be turned in via email using the following formats: .rft, .doc, .docx. Please put your last name in the file name.

__*Pre-Test__ 5% - Initial Bibliography- Locate 4 relevant articles on your topic. All must be from peer-reviewed journals, and at least 3 must contain empirical research. 15% - Article Analysis A—Literature Review: For a research article relevant to your topic, identify its main questions, then analyze its use of prior research (in its introduction, literature review and discussion). 20% - Article Analysis B—Qualitative Arguments: For a qualitative research article relevant to your topic, describe the researcher’s questions and the evidence gathered to draw conclusions. 10% - Literature Review: (Final project part A): Produce a narrative linking thefindings of 4-10 articles to your own project: its importance, questions and priorresults, and appropriate design or measurement techniques. original reporting of the data. 20% - Final Project Research Proposal: Make a case for your own study
 * Data Presentation-Critique: For some empirical data reported in an article, provide an alternative (table or graph), and critique the effectiveness of the
 * Post-Test
 * 30% - Class Participation: Class is required. (I <3 class). Each class is worth 5% of your grade. However, if you need to miss a class, then we will have to figure out a way for you to make up the work from class that is equal in time and importance. Also included in this grade is journal reading reflections. The Pre and Post Test must be taken in class.

The entire IUPUI - Code of Student Rights, Responsibilities, and Conduct is part of the syllabus. You can find the Code here: http://life.iupui.edu/rights/docs/CodeofConduct.pdf

Additionally, you may not make an audio or visual recording of class at all. You may not take photographs of me during class. If you do so, you will be removed from the class and you may face further disciplinary action. Why? I do not wish to end up on YouTube or any other web distribution point. Thanks.

=**Class Participation**=

Reading and attending class are essential to your success in learning how to analyze and conduct research.

Starting with the readings in week 2, July 9, 2011 through August 6, 2011, for each journal article assigned. Please bring the following written assignment to class each week to be turned in at the start of class:

Create one question you have as a result of reading the article. (1 to 2 sentences.) Identify one point of interest you have in the article. (1 paragraph)

If you cannot make it to class, please submit these two items to me via email the day of class.

Note: You do not need to write questions and points of interest for book chapters or for the textbook readings.

For each journal article that you are not able to turn in the written assignment, 2 points will be deducted from your participation grade.

=Assignments=

Before class meets on July 2 – you MUST read the following article:
Worthy, Jo, Megan Moorman, and Margo Turner. “What Johnny Likes to Read is Hard to Find in School.” Reading Research Quarterly 34.1 (1999): 12-27. JSTOR.

Part 1
Introductions Review of Syllabus & Assignments

Read: Due:
 * Worthy, Jo, Megan Moorman, and Margo Turner. “What Johnny Likes to Read is Hard to Find in School.” Reading Research Quarterly 34.1 (1999): 12-27. JSTOR.
 * Pretest (In-Class)

Part 2
Library & Information Science – Research Strategies

Read:
 * Mann – Chapter 1 – 7.

Part 1
Questions: Research & Survey The Search Process

Read: >
 * Kuhlthau, C. (1991) Inside the search process: Information seeking from the user’s perspective. JASIS, 42 (5), 361-371. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Bates, Marcia J. "The Design of Browsing and Berrypicking Techniques for the Online Search Interface." Online Review 13 (October 1989): 407-424. http://www.gseis.ucla.edu/faculty/bates/berrypicking.html **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Bookstein, Abraham. "On the Complexities of Asking Questions: Difficulties in Interpretation of Library Surveys." In Library Effectiveness: A State of the Art, 35-48. New York: ALA/Library Administration and Management Association, 1980. [Oncourse]
 * Gong, H., Japzon, A., & Chen, C. (2008). Public libraries and social capital in three New York City neighborhoods. Tijdschrift voor Economische en Sociale Geografie, 99(1), 65-83. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Booth, W. C., Colomb, G. G. & Williams, J. M. (2003). The Craft of Research. Second Edition. Chapters 3 & 4. Pages 40-72. [Oncourse]

Part 2 Types of Research Variables Operationalization Validity/Reliability Research perspectives Read: Due:
 * Text: P: 3, 7, 9-10, 13, 17, 19, 21, 61-80
 * Carter, D. & Janes, J. (Fall 2000). Unobtrusive Data Analysis of Digital Reference Questions and Service at the Internet Public Library: An Exploratory Study. //Library Trends//, 49(2), 251-265.
 * Jones, D. Yvonne. "Oversized and Underused: Size Matters in Academic Libraries." College & Research Libraries 67.4 (2006): 325-33. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Comparison of Qualitative and Quantitative Methods [handout available on Oncourse]
 * Search Strategy Assignment

Week 3 – July 16, 2011
Part 1 Use of Theory Testing Hypotheses Reviewing the Literature Sampling Comparison Overview of Descriptive & Inferential Statistics Read: > Part 2 Data Collection & Analysis emphasis on Quantitative Research Descriptive Statistics Scales of Measurement Read:
 * Text: P: 15, 27, 29-41, 43-57
 * Sundar, S. S., Knobloch-Westerwick, S, & Hastall, M. R. (2007). News cues: Information scent and cognitive heuristics. Journal of the American Society for Information Science and Technology, 58(3), 366-378. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Japzon, A. & Gong, H. (2005). A neighborhood analysis of public library use in New York City. Library Quarterly, 45, 446-463. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Gillian, B. (2007). A statistical primer: Understanding descriptive and inferential statistics. Evidence Based Library and Information Practice, 2(1), 32-47. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Text: 107-110; 115-120
 * Reading TBD.
 * Wildermuth, B. M., ed. (2009). Applications of Social Research Methods to Questions in Information and Library Science. Chapters 33 & 37. Pages, 338-347 & 383-392. [Oncourse]

Due: >
 * **Analysis A (Literature Review) --- Per Week 1's Class Notes:** **For Article Analysis A: Literature Review, use Web of Science __and__ Google Scholar** **for this part: "Look up the cited article in Social Sciences Citation Index. Examine the citations for all of the articles which cite it. What types of articles are they? Who seems to find this article useful? If none cite it, speculate on why this might be."**

Week 4- July 23, 2011
Part 1 Data Collection & Analysis emphasis on Qualitative Research Read:
 * Text: 147-162
 * Agosto, D. E. (2010). Urban teens and their use of public libraries. In Urban teens in the library: Research and Practice. Pp. 83-99. [Oncourse] **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Chatman, E. (1996). The Impoverished Life-World of Outsiders. Journal of the American Society for Information Science and Technology, 47(3), 193-206. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Gorman, G. E. & Clayton, P. (2005). Qualitative Research for the Information Professional: A Practical Handbook. Chapters 1 & 2. [Oncourse]

Part 2 Inferential Statistics Read: Due:
 * Text: 103
 * Dilevko, Juris. "Inferential Statistics and Librarianship." Library & Information Science Research 29 (2007): 209-29. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Jemmott, J et al. (2010, February). Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months. Arch Pediatr Adolesc Med, 164(2), 152-159. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Lewin, T. (2010, February 3). Quick Response to Study of Abstinence Education. New York Times.
 * Initial Bibliography
 * Analysis B (Qualitative Data, Arguments)//** (OK to send Article to Professor to make sure it's Qualitative not Quantitative) **//

Week 5 – July 30, 2011
Part 1 Data Displays Read:
 * Wildermuth, B. M., ed. (2009). Applications of Social Research Methods to Questions in Information and Library Science. Chapters 34. Pages, 348-360. [Oncourse]
 * Miles, M. B. & Huberman, A. M. (1994). Within-case displays: Exploring and describing. In Qualitative data analysis: An expanded sourcebook, 2nd Edition (pp. 91-102). Thousand Oaks, CA: Sage Publications. [Oncourse]
 * Copeland, A……… (In press)- in class handout

Part 2 Seminar/Discussion Varieties of Research Design Due:
 * Data Presentation Critique
 * Final Project Part I: Literature Review

Week 6- August 6, 2011
Part 1 Posttest

Part 2 Program Evaluation Field Research Ethics Read:
 * Text: 23-25
 * Glenn, David. "Weighing the 'Scale-up' Study." Chronicle of Higher Education, July 14, 2006, A12+. **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Glenn, David. “Security and Paperwork Keep Prison Researchers on the Outside More Americans Than Ever are Living Behind Bars and Beyond the Reach of Sociologists.” Chronicle of Higher Education **(CLASS PARTICIPATION WRITE-UP DUE AT BEGINNING OF CLASS FOR THIS ARTICLE)**
 * Indiana University’s Office of Research Administration. Human Subjects: 28 March 2008:A13-14. http://researchadmin.iu.edu/cs-humsub.html
 * Office of the Secretary. (1979). The Belmont Report. http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.htm

Due:
 * Final project: Part 1
 * Final project: Part 2