Characteristics of Research Courses in Library Schools

Smith, Nathan M.; Adams, Irene

doi:10.2307/40323488

Cited by 10 publications

(2 citation statements)

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“…The most useful topics were (from highest to lowest): literature critique, research proposal, scholarly publication process, interpreting results/discussion, data collection, qualitative methods/analysis, oral presentation, application of other research to LIS, and questionnaires. Except for data collection and analysis, this mirrors what is taught in methods courses, with common assignments including critique of published research, critique of research proposals, proposal writing, and survey method (Luo, 2011;Park, 2004;Perkins & Helbig, 2008;Smith & Adams, 1992;Stephenson, 1990).…”

Section: Pedagogical Approaches To Teaching Research Methods In Lismentioning

confidence: 99%

Experiencing Research Firsthand: The “unClassroom” Experiential Learning Approach to Teaching Research Methods in an LIS Master’s Program

Mandel¹

2017

JELIS

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Research methods education in LIS master's degree programs is facing several difficult questions: should a methods course be required, what content should be taught in that course, and what is the most effective mechanism for teaching that content. There is little consensus about what should be taught or how, but the American Library Association, LIS educators, and many practitioners seem to agree that research methods are vital skills for 21st century LIS practitioners. This paper reports on an experiential learning opportunity called the "unClassroom," which afforded LIS master's students the chance to complete a research project in one semester for an outside client (a statewide library consortium). The effectiveness of the unClassroom to teach research methods surpassed expectations and provides a model that may be of interest to other research methods educators in LIS master's programs.

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Section: Pedagogical Approaches To Teaching Research Methods In Lismentioning

confidence: 99%

Experiencing Research Firsthand: The “unClassroom” Experiential Learning Approach to Teaching Research Methods in an LIS Master’s Program

Mandel¹

2017

JELIS

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“…Even where methods are taught, data analysis remains a weakness of many research methods courses (Van Epps, 2012). Common assignments are research proposals, critique of research, and survey methodology (Luo, 2011;Park, 2004;Perkins & Helbig, 2008;Smith & Adams, 1992;Stephenson, 1990). Some have tried experiential learning (Evans et al, 2013;Mandel, 2017), an approach that has been proposed as a mechanism through which LIS students can learn to conduct research, analyze data, and present research findings (Berg et al, 2009;Evans et al, 2013;Liebscher, 1998;Luo, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing Research Practitioners: Exploring Pedagogical Options for Teaching Research Methods in LIS

Alemanne

Mandel

2018

Journal of Education for Library and Information Science

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This paper reports on an investigation into the effectiveness of teaching research methods in library and information studies. A review of the literature revealed that the Library and Information Science (LIS) community is engaged in a continuing debate about the most effective means for teaching research methods courses in master's-level LIS programs. Many LIS master's students enter their programs lacking backgrounds in social science research and many students exhibit skepticism about the need for LIS practitioners to understand and engage in research. The small research project described in this paper was designed to contribute to this discussion by exploring how several different iterations of the final project implemented in a research methods course at the University of Rhode Island's (URI) LIS program contributed to student retention of learning outcomes after completing the course and the graduates' views of research and their engagement with research as practitioners. The authors developed a survey consisting of 20 closed-ended questions in single and matrix formats, covering three categories: respondents' experience with the course, their current use of research, and their opinion of research. The findings show promise for further research in the pedagogy of LIS research methods courses. Respondents demonstrated achievement and retention of course learning objectives and a generally positive attitude toward research.

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The Value of LIS Schools’ Research Topics to Library Authors’ Professional Work

Helbig

2008

The Journal of Academic Librarianship

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Characteristics of Research Courses in Library Schools

Cited by 10 publications

References 1 publication

Experiencing Research Firsthand: The “unClassroom” Experiential Learning Approach to Teaching Research Methods in an LIS Master’s Program

Experiencing Research Firsthand: The “unClassroom” Experiential Learning Approach to Teaching Research Methods in an LIS Master’s Program

Developing Research Practitioners: Exploring Pedagogical Options for Teaching Research Methods in LIS

The Value of LIS Schools’ Research Topics to Library Authors’ Professional Work

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