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Welcome and introduction

Promote excitement and engagement with the idea of research;Expose students to key research issues and topics in the discipline (e.g., Library and InformationStudies, Archives and Records, Knowledge Management);Introduce basic level research design;Promote evidence-based practice; andAttract students to higher degree by research (HDR) programs.

1. have a broad understanding of the types of research relevant to, and applied in, libraries, informationagencies, and other professional settings;

2. have a general understanding of the principles of evidence-based practice;3. be able to critically evaluate completed research; and4. be able to apply research evaluation skills appropriate in professional environments.

Hi everybody, and welcome to a new session of study at Charles Sturt University and welcome to thisundergraduate subject: INF321 Introduction to Research.

The purpose of this subject is to:

The subject materials have been designed to present a broad overview of research concepts and commonterminology, fundamentals of research design and analysis, and an overview of trends in informationresearch, with a particular focus on evidence-based practice. We will not be doing original research in thissubject. Rather, the aim is to provide you with some basic skills needed to read, understand, evaluate, andapply research in professional environments.

The ability to recognise sound research -- research on which you can base future planning, budget allocationand long-term staffing, for examples -- is one of the more critical skills for the information professional (e.g.,librarian, teacher librarian, archivist, documentalist, content manager). For this reason, the subject you arecommencing aims to provide a brief background to the most common research traditions/paradigms,research designs and methods, as well as data collection and analytical techniques/tools. It aims to equipyou with the skills to differentiate between the good, the bad, and the ugly.

Learning outcomes

Taking a look at the learning outcomes presented in the Subject Outline, we see that by the end of thesubject, successful students will:

To meet these outcomes, we have designed the modules and allocated readings in a way so as to help youlearn key concepts and then demonstrate your ability to communicate your understanding throughassignment work.

Textbook

We have selected the second edition of Pickard's (2013) textbook Research Methods in Information (https://primo.csu.edu.au/discovery/fulldisplay?docid=alma991013194375202357&context=L&vid=61CSU_INST:61CSU&lang=en&search_scope=MyInst_and_CI&adaptor=Local%20Search%20Engine&isFrbr=true&tab=Everything&query=any,contains,Research%20Methods%20in%20Information&sortby=date_d&facet=frbrgroupid,include,9059490235981604593&offset=0) as the main resource beyond themodule materials. The second edition has significant changes (e.g., added chapters, changes to previouschapter content) from the first edition (2007), so please be sure you purchase the 2013 edition if you areplanning on buying the book. The text is of course also available online through the CSU library. Note that itcan be accessed through two databases (ProQuest and Cambridge Core). ProQuest limits access to 6 peopleat a time, but Cambridge Core access is unlimited.

Pickard provides general descriptions of the major research methods used in information studies that willprove useful for your understanding and evaluation of research in the field. Keep it close by you, as there may

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be some terms and concepts you will want to read two or three times to really understand them as you wadethrough the modules and work on the assignments.

Additional resources

Additional resources are available in the CSU Library that may be useful to you as you study this session. Listsof references and additional resources have been included at the end of each module.

Assessment items

The assessment items have been designed to allow you to demonstrate your learning related to the learningoutcomes. Please remember that your goal for this session is not just to 'pass' the subject, but rather yourgoal is to learn skills and knowledge that you can use in your profession and also in your daily life. Thisincludes learning the basics of research, how to evaluate research, how to apply research to practice, as wellas how to communicate that learning in written assignments using the subject materials as well as additionalresources you locate yourselves.

Assessment 1 also directly assesses your numeracy skills, one of the core CSU Graduate Learning Outcomes.More details about this assessment can be found in the Subject Outline, but the key infromation to note isthat you can take the test an unlimited number of times, and it is graded on a simplesatisfactory/unsatisfactory basis. Your mark on the test does not contribute to your final mark for the subject,but you do need to get a satisfactory grade in order to pass the subject. 

Definitions of research

discovery or creation of knowledge or theory building;

There are numerous definitions of research, some of which are fairly simplistic and some of which are quitecomplex. There is no single universally accepted definition because there are so many different types ofresearch, something we will be exploring throughout this subject.The word 'research' derives from the Old French terms recercher/rechercher (to seek). At a simplistic level,research can be defined as any activity that seeks out or leads to improved knowledge about something.Consider the following definitions:Dictionary definition

research: n. 1. diligent and systematic enquiry or investigation into a subject in order to discoverfacts or principles. (Macquarie Dictionary Online)

Australian Research Council (ARC) definition

The creation of new knowledge and/or the use of existing knowledge in a new and creative way soas to generate new concepts, methodologies and understandings. This could include synthesis andanalysis of previous research to the extent that it is new and creative. (ARC, 2017, p. 6)

This definition from the ARC is a particularly vital one for Australian academics and practitioners. Themission of the ARC, a statutory agency that advises the federal government on all research issues, is to: 'todeliver policy and programs that advance Australian research and innovation globally and benefit thecommunity' (ARC, 2016).As part of its mandate, the ARC administers the Excellence in Research for Australia (ERA) initiative whichevaluates research quality and capacities at Australian universities. The ARC and the ERA initiative both placeheavy emphasis on evidence based practice, a concept with which you will become more familiar in thissubject.Definitions from the library and information studies (LIS) fieldResearch is an enquiry process that has clearly defined parameters and has as its aim, the:

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testing, confirmation, revision, refutation of knowledge and theory; and/orinvestigation of a problem for local decision making. (Hernon, 1991, pp. 3-4)

 

to assist in understanding the problems and issues which arise in the workplace;to add to knowledge in the field and/or provide solutions to problems;to maintain dynamic and appropriate services;to meet requirements of accountability - research is important in the age of accountability as it canassist in policy formulation and provide data to justify present funding or increased funding;to maintain and improve professional status - it is generally believed that high quality research assists inimproving the status of a profession; andto provide a body of research findings and theory to inform practitioners - professionals therefore needto be intelligent, critical consumers of research. (p. 12)

As you work your way through this subject you will undoubtedly come across a range of definitions fordifferent types of research, but each of them will incorporate the notions of exploring situations, issues,and/or behaviours in a rigorous and systematic way. Read the chapter by Leedy and Ormrod (2015) whichprovides a good and easy to understand introduction to research.

ReadLeedy P. D., & Ormrod, J. E. (2015). Chapter 1 The nature and tools of research (http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1419429&site=ehost-live&ebv=EB&ppid=pp_19). In Practical research: Planning and design (11th ed., pp. 19-26). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Leedy and Ormrod (2015) make a clear distinction between what is o�en loosely described as research (but isreally just 'information discovery') and formal research.

Research is a systematic process of collecting, analyzing and interpreting information (data) inorder to increase our understanding of the phenomenon about which we are interested orconcerned. People o�en use a systematic approach when they collect and interpret information tosolve the small problems of daily living. Here, however, we focus on formal research, research inwhich we intentionally set out to enhance our understanding of a phenomenon and expect tocommunicate what we discover to the larger scientific community. (Leedy & Ormrod, 2015, p. 20)

Their definition highlights another important aspect of research that we will touch on in later modules of thissubject - the dissemination of research findings. In addition, research does not include the editorialintroductions to research journals, commentaries, book reviews, or 'thinking pieces' in practice-basedmagazines and journals. Some of these are supported by research, but they are not considered research inand of themselves.Much of the literature on research, and indeed the definitions provided here, suggest that research is a well-organised and linear, albeit complex, process. In practice, it is o�en a messy and frustrating exercise that willtest the tenacity of even the most stalwart person.Why do research?As the various definitions of research given above imply, research is important for developing newknowledge and understandings that can foster growth. It is a vital consideration in any society.In the context of library and information sciences, research can lead to new policies, new work practices, newprograms, new processes, new funding - indeed the opportunities for conducting and applying soundresearch in the information profession are almost limitless.Williamson, Burstein and McKemmish (2002) discuss a number of reasons for conducting research in theworkplace context:

Scholarly research vs. other 'research'When we think of research we might think that any sentence that quantifies an action (9 out of 10 dentists

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recommend Oral B toothbrushes) or reports a social movement (more toddlers are using technology thanever before) is inherently research or based on research. Perhaps the dentist questionnaire was systematic ina way--perhaps a sample of 1000 dentists at a convention were given Oral B toothbrushes and asked "Wouldyou be willing to recommend Oral B toothbrushes to your patients?" If they said, "Sure," they may have beennoted as "recommending" Oral B. However, we don't know if when the dentist said "Yes, I'd recommend OralB to my patients" she didn't follow that with "...or any line that offers so� toothbrushes". There are manyentities that "collect data" for a range of purposes: marketing, evaluation, census taking, reporting, etc.Some of the data collecting processes are more rigorous than others, so we want to be sure that you as afuture information professional are agile in your ability to discern what is scholarly research and what is not.

Think about it...Newspapers and popular media o�en highlight research findings that come fromacademia and the scientific community. They promote and disseminate researchfindings about health and diet, social issues, astronomy, biology, physics, and so forth.Sometimes the media's intent is to inform the public, but always their intent is to sellnewspapers, get more clicks, attract more readers.This week, take a look at the newspaper or a newsfeed, watch the news or morningshow, or listen to the radio and see if you hear any reports about recent researchfindings. Usually, these reports will have quotes or statements from academics or otherresearchers or from a published report. Could you tell during the broadcast/read whatsegments of the story were supported by research? Could you tell if the research wasscholarly research or market research? Did the report include information about howthe data were collected and analysed or who was responsible for the study?Feel free to post your observations on the Discussion Forum.

Research in the information management profession

Research and practice

One thing about library and information science/studies and information management is that it touches allother disciplines. All sciences and arts, disciplines and professions can, in some way, relate to informationstudies. How do dairy farmers access information about mad cow disease and how could services beprovided to improve alerts about this and other bovine medical risks? What is the information seekingbehaviour of female maximum security prisoners and how can information services be used forrehabilitation? How much information do CEOs need when making important decisions - is more better or isless better? All of these topics (and many, many more) have been researched and discussed in the researchliterature. The information studies literature covers topics that relate to media studies, climatology,linguistics, anthropology, sociology, psychology, medicine, education, policy and law, computer science,economics, history, philosophy, business, and more. Ours is really a very exciting field in terms of research;so many possibilities!

In terms of research applying to information professional practice, the importance of research to theinformation profession lies in two main areas: 1) the attitude of the professionals themselves and 2) thestructure and operation of their information workplace.AttitudesInformation professionals need to develop high levels of skill and appreciation of research if they are toprovide the best service to their clients.WorkplaceTo be effective, service organisations needs to tailor their services and practices to meet user or client needsand expectations. Logically, this means that information agencies need to have a clear understanding of userneeds and expectations in order to provide them with quality services.One way of achieving this is to carefully monitor organisational performance and the user needs it attemptsto meet - in itself a sort of research project that you might be carrying out informally every day.As with other professional fields, research in information studies tends to be practice oriented - that is, we

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Popular methods

 

study dairy farmers' information needs and information behaviours as a means to provide better informationservices for that population. Having a good understanding of research processes and types as well as theability to quickly and accurately identify possible applications of the research in the workplace is a vital skillfor information professionals.Meeting user needs effectively can be greatly assisted by user satisfaction surveys, keeping track of referencequestions and the staff's ability to answer them well (or not), observing how spaces are used or not used, andother forms of information gathering.....which ends up being research of your own.

A content analysis study by Hider and Pymm (2008) showed that the most frequently used methods ofresearch in the information field revolved around survey and experimentation. They conclude:

The results of the content analysis suggest that LIS researchers who publish in the top journalstoday mostly rely on a couple of strategies: survey and experimentation. However, researchersalso used a wide range of other strategies in fairly significant numbers, demonstrating the broadchurch that the discipline (or group of disciplines) embodies. Qualitative approaches includingcase studies and ethnography are now well established, but quantitative techniques such asbibliometrics still figure as valuable tools of investigation. Indeed, the largely quantitativetechnique of transaction log analysis has grown rapidly to become a major instrument for thoseresearching the performance of very large databases and related information retrieval issues.It is thus recommended that coverage is given to at least the following strategies in LIS doctoralprograms: survey, experimentation, case study, ethnography, and evaluation. This wouldensure that certain techniques closely associated with certain strategies are covered, includingquestionnaires, interviews, content analysis, bibliometrics and transaction log analysis. (p.114) [research methods and techniques highlighted for emphasis]

A more recent content analysis of the research methods used in Library and Information Science leadingjournals by Chu (2015) reveals that

the leading methods LIS researchers used include experiment, content analysis, and theoreticalapproaches, replacing questionnaire survey and historical research as the top choices in LISresearch of previous decades. In addition, research methods not only increased in number(i.e.,more than 15 altogether) but also in variety, adding for example ethnography, think aloudprotocol, and transaction log analysis. (p. 39) [research methods and techniques highlighted foremphasis]

The above studies suggest that students in information studies need a sound working knowledge of bothqualitative and quantitative research methods as well as some clear direction on evaluating the currentresearch so as to identify clearly those findings that are most valuable to their own specific workplace needs.This is the key objective of this current subject.

In 2010, an entire issue of the journal Library & Information Science Research wasdevoted to papers on original library science research in Australia. In the introduction tothe editors introductory article, "Special Issue: Australian Library and InformationScience Research," the guest editors Kerry Smith and Gaby Haddow outline the range ofresearch being conducted by professional information managers in Australia. As youread their article, take note of the types of research currently being conducted in theAustralian library science community.ReadSmith, K., & Haddow, G. (Eds.). (2010). Special issue: Australian library and informationscience research. Library & Information Science Research, 32(4), 235. http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S074081881000068X (http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S074081881000068X%20)

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Discussion Forum 1: Reading researchThe best way to become familiar with research in our field is to read research in ourfield. Take a look at the following online journals and browse for some topics ofinterest. Information Research http://informationr.net/ir/ (http://informationr.net/ir/)

First Monday http://www.firstmonday.org/ (http://www.firstmonday.org/)

Skim read two or three articles to get a sense of what we mean by 'information studiesresearch' and then find one article that piques your interest. Read that article carefullyand then write a brief synopsis (one or two sentences) of the gist of the article findingson Discussion Forum 1. Please include a full reference to the article so others can readyour interesting find if desired; then write brief reflections (one or two sentences) onwhat was interesting to you about that research article (content? research method?something the authors did particularly well? something the authors did that might beimproved? etc.).

Evidence-based practice

In the field of Library and Information Studies (LIS), evidence-based information practice can be defined as:“an approach to information science that promotes the collection, interpretation, and integration of valid,important, and applicable user reported, librarian observed, and research derived research” (Booth, 2002, p.53). This extends to non-library arenas as well. As we see in Figure 1 below, quality research is only oneingredient in the mix that results in evidence-based practice, but it is an essential ingredient and, ifoverlooked, the end result is not evidence-based practice. In the rest of this module, we introduce three maincomponents of Evidence-Based Library and Information practice (EBLIP).

Figure 1. Essential ingredients for evidence-based practice: Best research evidence, user feedback, andprofessional experience and expertise.

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EBLIP component #1: Best research evidence

a context of day-to-day decision makingan emphasis on improving the quality of the professional practicea pragmatic focus on the “best available evidence”incorporation of the user perspectiveacceptance of a broad range of quantitative and qualitative designsaccess to the process of evidence-based practice (EBP) and its products. (Booth, 2002, p. 54)

 

How do we know if it is the “best” research evidence?

Not all published research studies are of high quality, which means it is important that we evaluate theresearch as it is produced. We use the research to understand the user as a means to refine our practices toensure optimal use and outcomes. We need research to prove whether current approaches are having thedesired affect or if they are actually detrimental to information access. Research can also reveal moreefficient, cost-effective approaches to service.

The University of Alberta, Canada publishes a journal entitled Evidence Based Library and InformationPractice (http://ejournals.library.ualberta.ca/index.php/EBLIP/index (http://ejournals.library.ualberta.ca/index.php/EBLIP/index)). The information on the home page of the journal states:

The purpose of the journal is to provide a forum for librarians and other information professionalsto discover research that may contribute to decision making in professional practice. EBLIPpublishes original research and commentary on the topic of evidence based library andinformation practice, as well as reviews of previously published research (evidence summaries) ona wide number of topics. [emphasis added]

It is worth having a look at the journal to get an appreciation of the ways in which research conducted in thelibrary and information management arena can be, and is being, applied in the workplace.

Some information professionals have always undertaken some research associated with their practice. Otherprofessionals make use of the research of others to learn and to inform their own practice. The latter isimportant for all practitioners of a profession, as technologies, systems, foci, and funding change, we mustlearn new ways of working. Evidence to inform practice can be in the form of well formed research studiesconducted by practitioners in their own context, or evidence informed by the use of relevant and rigorousresearch conducted by others to inform day-to-day decision making, and also in more strategic ways toinform our practice. Some defining characteristics of evidence based practice include:

Read

Read the following chapter which contains a short review of the literature on eviand also some preliminary research findings on evidence based practice in the i

Partridge, H. L., Edwards, S. L., & Thorpe, C. E. (2010). Evidence-based practice: Iexperience of information literacy in the workplace. In A. Lloyd & S. Talja (Eds.), Practicing information literacy: Bringing theories of learning, practice and information literacy togetherWagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

 http://eprints.qut.edu.au/32798/1/PIL_21_Ch13_201004.pdf (http://eprints.qut.edu

And here is a short article by Jonathan Guppy, one of the ALIA Board Directors w

Guppy, J. (2019) Evidence based. Retrieved from  https://fair.alia.org.au/evidenc(https://bookriot.com/2019/03/26/nonfiction-books-about-librarians/)

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In this subject you will learn how to evaluate and make good use of the research literature to inform yourpractice as an information professional. This is important for all professionals, not just for those whodetermine policy or manage people and resources. All information professionals should proactively questiontheir current practices and seek ways to improve the resources and services they offer, and keep up to datewith emerging technologies and new ways of providing services. Keeping up to date with the researchliterature of our own and related fields is a part of this process.

It is not always easy to do your own research in practice. Some barriers include lack of employer support,lack of funding, lack of training or expertise, and few examples of work based research in the literature. Thereare ways to overcome some of these barriers, for example you can enroll in a course which has a researchcomponent, and/or team up with researchers at nearby universities. This can have benefits on both sides,and is critical to do if we want to do research that supports our practice.

EBLIP component #2: User feedback and library statistics

Circulation statistics — these can tell us what our users are taking home with them, which can give ussome indication of how well used the current collection is. Caveat: this does not tell us about in-houseuse and it does not give us information about the actual use of the resource or whether or not userswere satisfied with the actual resource.In-house use counts (recording and counting items re-shelved)Transaction logs of our systems and services can be analysed to help web designed make decisionsabout what works for users and what doesn'tReference questions recorded and studiedResponses in a comments boxUsers at exit interviews at circulationSurveys and questionnaires of users directly to find out how we can better support their informationneeds; or byObserving how users make use of our spaces and resources.

 

The most common kinds of research conducted in practice is that which attempts to attain user feedback orlearn from library statistics, to improve user services or for compliance purposes (compliance is a term o�enassociated, in this context, with reporting to funding bodies about how, and sometimes how successfully,money has been spent). Attaining user feedback is a bit of practical research. We will critique one library’sattempts to gain user feedback via a questionnaire in our first assessment.  We research user feedback ininformation agencies in many ways, for example by querying:

Most importantly, practice based research should be related to the organisation’s needs and/or coreactivities, rather than just to something new and trendy for its own sake. Evidence-based practice needs toinform your own practice and that of your organisation.Once you decide what research to undertake you will need to carefully articulate a question and design yourresearch, using what you have learned about research methods in this subject, what you know about yourorganisation if you are working in a library environment, and what you can learn from the literature. Seebelow 'Things to consider when conducting research' (Williamson 2002).

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SkimFor examples of how to use library statistics and other data to inform decision makingand improving service and management quality take a look at:  Davies, J. E. (2002). What gets measured, gets managed: Statistics and performanceindicators for evidence based management. Journal of Librarianship and informationScience, 34(3), 129-133. In the Sage collection in the CSU Library http://lis.sagepub.com.ezproxy.csu.edu.au/content/34/3/129.full.pdf+html (http://lis.sagepub.com.ezproxy.csu.edu.au/content/34/3/129.full.pdf+html)

And for a reading that provides information about two user studies, including providingthe survey instruments read:

Bawden, D., Calvert, A., Robinson, L., Urquhart, C., Bray, C., & Amosford, J. (2009).Understanding our value: Assessing the nature of the impact of library services. Libraryand Information Research, 33(105), 62-89. https://lirgjournal.org.uk/index.php/lir/article/view/115/276 (https://lirgjournal.org.uk/index.php/lir/article/view/115/276)

EBLIP component #3: Your own professional experience andexpertise

 

Even if you are not conducting formal research, you need to consider continuing professional development,sometimes called career-long or life-long learning. Technologies, ideas about management and servicespractices are continually changing, which means that once you finish university, you cannot afford to finishlearning.  Learning from your own experience and on your own initiative is incredibly valuable for goodpractice of your profession. There are many ways to do this. For much of this subject we will talk about theimportance of seeking advice from the research-based and scholarly literature, and talk about how youmight go about evaluating this literature for application in your own circumstances. There is also a lot to begained from the practitioner literature, examples of new initiatives, services and technologies, which havebeen trialled, implemented and reported in practitioner journal.

LookLook at the Australian Library and Information Association’s statement on professionaldevelopment (most professional association’s would have similar expectations):

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Most organisations also offer some kind of training and professional development for their staff. Be aware ofwhat your organisation can do, and where possible take advantage of opportunities that are offered. Thesemight be in the form of training or conference attendance or time allowances for you to undertake furtherstudy.  Conferences are places where you can interact and network with other professionals and researchersand hear of new and best practice ideas. Even if your organisation does not support conference attendance itis worthwhile making the investment in your own career to attend one every year or so in your area ofinterest.

 

What’s next?

http://www.alia.org.au/professional-development-library-and-information-professionals (http://www.alia.org.au/professional-development-library-and-information-professionals)

ReadBookmark journals in your area of interest and/or responsibility to regularly read tokeep up to date.  Some possible places to start looking for ones of use to you include:Open access journals in LIS: http://www.doaj.org/?func=subject&cpid=129 (http://www.doaj.org/?func=subject&cpid=129)

Also look at the journal Evidence Based Library and Information Practice (EBLIB) http://ejournals.library.ualberta.ca/index.php/EBLIP/issue/view/1389 (http://ejournals.library.ualberta.ca/index.php/EBLIP/issue/view/1389) which has open access articles across a range ofsubfields. Their articles include full research articles, literature reviews and what theycall “evidence summaries” which are good basic summaries on longer research articlesfor quick keeping-up-to-date.

Think about it...In this module it was stated, “All information professionals should proactively questiontheir current practices and seek ways to improve the resources and services they offer,and keep up to date with emerging technologies and new ways of providing services.Keeping up to date with the research literature of our own and related fields is a part ofthis process.”What are the enablers and barriers for YOU in your current working situation? What areyour experiences and suggestions for others related to professional development tosupport this need for evidence-based practice amongst information professionals?Please contribute ideas to the Discussion Forum.

This module aimed to give you just a brief introduction to what research is, as well as some brief exposure tothe role research can play in the workplace.In the other modules you will explore more concrete examples of research in practice as we examinedifferent research methodologies and paradigms (Module 2), research methods (Module 3), research toolsand techniques (Module 4), and basic data analysis techniques (Module 5). Assessment Item 1 is a shortnumeracy test based on material covered in module 5, Assessment Item 2 will allow you to demonstrate yourunderstanding of the content of all of the first five modules.Then, Module 6 looks at various trends in library research; Module 7 focuses on research evaluation; andModules 8 and 9 provide an in-depth look at evidence-based practice. Assessment Item 3 allows you todemonstrate your understanding of the content from the second half of the subject material, as well ascomprehensive understanding of the subject material as a whole.But first, to make more sense out of the content in these modules, you need some definitions of terminologythat you will come across over and over again during this subject. Pickard provides a glossary beginning onpage 319, which is a good place to start. One thing we will learn in this subject is that there are o�en varying

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interpretations of some terms, even in the literature. We can use the discussion forums to discuss definitionsand even write our own.

Study tipWe are well aware that many or even most of you have full-time jobs in addition tobeing a full-time or part-time student. That said, we also know you know that thiscourse is a serious responsibility that you have chosen to do for the time being. Thissession will go very quickly!We may never, ever get to educate you about research again a�er this subject, so forthese 13 short, super-fast-moving weeks, we are going to require that you really do“shuffle this subject up to the top of the heap,” as it were, and make these readings apriority in your life.Bring your textbook with you on the train (the book is pretty small). Get up a bit earlierthan usual to do your readings before the kids wake up. Prop your iPad up on thetreadmill and read the modules while you walk (extra oxygen in brain may help it allmake extra good sense!). But don’t miss this once-in-a-lifetime chance to learn reallyfundamental concepts in research that will make you a better part of your future workorganisation, make you a more knowledgeable reader of research (which is all aroundyou!), and bring you general joy and gladness.

 

References and additional resources

Enabled: Statistics Tracking

Australian Research Council (ARC). (2016). ARC corporate plan: Message from the CEO. http://www.arc.gov.au/arc-corporate-plan-2016-17-to-2019-20-message-ceo (http://www.arc.gov.au/arc-corporate-plan-2016-17-to-2019-20-message-ceo)

Australian Research Council (ARC). (2017). Funding Rules for schemes under the Discovery Program(2017 edition). http://www.arc.gov.au/discovery-program-funding-rules#DP (http://www.arc.gov.au/discovery-program-funding-rules#DP)

Bawden, D. & Robinson, L. (2012). Introduction to information science. London: Facet Publishing.Bawden, D., Calvert, A., Robinson, L., Urquhart, C., Bray, C., & Amosford, J. (2009). Understanding ourvalue: Assessing the nature of the impact of library services. Library and Information Research, 33(105),62-89. http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/download/115/276 (http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/download/115/276)

Booth,  A. (2002). From EBM to EBL: Two steps forward or one step back? Medical Reference ServicesQuarterly, 21(3), 51-64.Chu, H. (2015). Research methods in Library and Information Science: A content analysis. Library &Information Science Research, 37(1), 36–41. https://doi.org/10.1016/j.lisr.2014.09.003 (https://doi-org.ezproxy.csu.edu.au/10.1016/j.lisr.2014.09.003)

Davies, J. E. (2002). What gets measured, gets managed: statistics and performance indicators forevidence based management. Journal of Librarianship and information Science, 34(3), 129-133.Eldredge, J.D. (2000) Evidence-based librarianship: The EBL process. Library Hi Tech 24(3), 341-354.Hernon, P. (1991). The elusive nature of research in LIS. In McClure, C.R., & Hernon, P. (Eds.). Library andinformation science research: Perspective and strategies for improvement (pp. 3-4). Norwood, NJ: AblexPublishing.Hider, P. & Pymm, B. (2008). Empirical research methods reported in high-profile LIS journal literature.Library & Information Science Research, 30(2), 108-114.

2/17/2020 Module 1. What is research? – S-INF321_202030_W_D @CSU

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Johanson, G. & Williamson, K. (2017). Information research: Patterns and practice (https://ebookcentral-proquest-com.ezproxy.csu.edu.au/lib/CSUAU/reader.action?ppg=94&docID=5161869&tm=1518391903677). In K. Williamson & G.Johanson (Eds.), Research methods: Information, systems, and contexts (2nd ed., pp. 59-84).Cambridge, MA: Chandos Publishing.Koufogiannakis, D., & Brettle. A. (Eds.). (2016). Being evidence based in library and information practice.London: Facet Publishing. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/CSUAU/reader.action?ppg=3&docID=4718664&tm=1487217699307 (http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/CSUAU/reader.action?ppg=3&docID=4718664&tm=1487217699307) Leedy P., & Ormrod, J. E. (2015). Chapter 1 The nature and tools of research (http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1419429&site=ehost-live&ebv=EB&ppid=pp_19). InPractical research: Planning and design (11th ed., pp. 19-26). Upper Saddle River, NJ: Pearson/MerrillPrentice Hall.Macquarie Dictionary Online. (n.d.).  https://www.macquariedictionary.com.au/ (https://www.macquariedictionary.com.au/)

Partridge, H. L., Edwards, S. L., & Thorpe, C. E. (2010). Evidence-based practice: informationprofessionals' experience of information literacy in the workplace. In A. Lloyd, & S. Talja, Sanna(Eds.), Practising information literacy: Bringing theories of learning, practice and information literacytogether (pp. 273-298).  Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University. http://eprints.qut.edu.au/32798/1/PIL_21_Ch13_201004.pdf (http://eprints.qut.edu.au/32798/1/PIL_21_Ch13_201004.pdf)  Partridge, H, & Hallam, G. (2007).  Evidence-based practice and information literacy. In S. Lipu, K.Williamson, K. & A. Lloyd (Eds.),  Exploring methods in information literacy research  (pp. 149-170).Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.Sackett, D., Rosenberg, W. M. C., Muir Gray, J. A., Haynes, R. B. & Richardson, W. S. (1996). Evidence-based medicine – What it is and what it is not. British Medical Journal, 312(7023), 71-72.Smith, K. & Haddow, G. (Eds.). (2010). Special issue: Australian library and information science research.Library & Information Science Research, 32(4), 235.Wildemuth, B. (Ed.). (2009).  Applications of social research methods to questions in information andlibrary science. Westport, CT: Libraries Unlimited,Williamson, K. (2002). Research methods for students, academics and professionals: Informationmanagement and systems (2nd ed.). Wagga Wagga, NSW: Centre for Information Studies, Charles SturtUniversity.Williamson, K., Burstein, F. & McKemmish, S. (2002). Introduction to research in relation to professionalpractice. In K. Williamson (Ed.), Research methods for students, academics and professionals:Information management and systems (2nd ed, pp. 5-23). Wagga Wagga, NSW: Centre for InformationStudies, Charles Sturt University.