Although many critics are reluctant to accept the trustworthiness of qualitative research, frameworks for ensuring rigour in this form of work have been in existence for many years. Guba's constructs, in particular, have won considerable favour and form the focus of this paper. Here researchers seek to satisfy four criteria. In addressing credibility, investigators attempt to demonstrate that a true picture of the phenomenon under scrutiny is being presented. To allow transferability, they provide sufficient detail of the context of the fieldwork for a reader to be able to decide whether the prevailing environment is similar to another situation with which he or she is familiar and whether the findings can justifiably be applied to the other setting. The meeting of the dependability criterion is difficult in qualitative work, although researchers should at least strive to enable a future investigator to repeat the study. Finally, to achieve confirmability, researchers must take steps to demonstrate that findings emerge from the data and not their own predispositions. The paper concludes by suggesting that it is the responsibility of research methods teachers to ensure that this or a comparable model for ensuring trustworthiness is followed by students undertaking a qualitative inquiry.
One of the most fundamental tasks relating to the undertaking of fieldwork for a qualitative research study lies in "gaining access". This involves both securing entry into a particular organisation and ensuring that individuals associated with it, such as employees or users, will serve as informants. In terms of the first problem, a range of strategies that may be adopted by the investigator is highlighted in this paper. The methods include using endorsements from "authorities", gradually phasing one's entry into the organisation, offering benefits of some kind to managers in the event of their cooperation, responding to gatekeepers' concerns honestly, demonstrating one's suitability for entry in terms of professional background and experience, and remaining receptive to managers' suggestions for the study. To encourage the cooperation of those associated with the organisation, the researcher may well favour a policy of prolonged engagement, seek to blend in with the community, offer incentives where appropriate and acknowledge openly the value of informants' contributions. These strategies are considered in detail. The article also stresses the importance of gaining the approval of any "third parties" that may be responsible for the welfare of those people whom the researcher has targeted as informants.
Use of other people has often been found to be the most frequently employed and most successful method by which youngsters obtain information. Nevertheless, significant questions remain largely unanswered, especially with regard to the types of information need that are met via this action, the sorts of people typically approached in order to satisfy needs of particular types, the actions taken by adults in response to youngsters’ approaches to them and the problems that youngsters face when using other people. In an attempt to shed more light on these outstanding issues, this paper draws on the findings of an essentially qualitative project devoted more generally to the information needs and information-seeking action of young people. The article closes by offering recommendations, based on the project’s results, for future practice in the teaching of Information Skills.
This paper draws on findings from recent research to examine the types of information young people require in their lives and how these needs develop during childhood. It became apparent in the study that first schoolers are heavily dependent on adults for advice and emotional support. Young children often want subject-based information on matters of which they have personal experience. For middle schoolers, academic generic skills may become important and their needs for subject knowledge in support of curriculum subjects are diverse. High schoolers typically require advice on their futures and material to inform decisions. Many of their academic needs emerge from homework and revision. The article concludes by discussing the implications for educators and school librarians of the developmental picture that is presented, and highlights the need for further investigation into young people's information needs.
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