Teaching Research Methods in Master’s-Level LIS Programs: The United States Perspective

Abstract

Training in research methodology is an essential component of educating twenty-first century information professionals and library practitioners. Traditionally, competencies in library and information science (LIS) education emphasized the fundamental knowledge of research methods and critical skills in evaluating the findings. However, librarians are not only consumers of research; they are also active contributors to scholarship and need practical skills in designing and carrying out research projects. Research competencies, including the fundamentals of quantitative and qualitative research methods, are listed in the American Library Association’s (ALA) Core Competences of Librarianship. Courses in research methods are offered in many LIS programs in the United States but are not always considered part of the core curriculum. Training in research methodology is inconsistent across LIS programs and in Master’s-level courses rarely goes beyond an overview of methods and terminology. This article summarizes the findings of a study that examined the current state of research methods training in LIS Master’s-level education in the United States and investigated how future library professionals are being prepared to be consumers of research and practitioner-researchers from the perspective of the faculty who teach the courses. The data for this study were collected using multiple techniques, including content analysis of documents, questionnaires, and semi-structured interviews. Teaching faculty, selected from ALA-accredited LIS programs, contributed their perspective through questionnaires and semi-structured interviews.

Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

“…Ross and Call-Cummings [7] argue that the types of 'methods anxiety' stem from the failure of students to master the often-complex concepts and vocabularies associated with RME courses. Some studies [2,8,9] reflect on the specificity of learning anxiety being strongly related to quantitative methods learning in these courses. The deficits and weaknesses pointed out by the four papers are based on the premise of a lack of preparation of students at the beginning of the course.…”

“…According to Daniel et al [11], an overview of research methodology at an early stage in advanced studies in education is critical to engaging students with science and to motivating them to understand research methods as a subject and not merely as a research-competencies skill set. Some studies reveal that current research methods courses only take place at the beginning of programmes, and that represents a problem, while other courses are placed at the end, which is also a problem [9,22,46]. According to Ezer and Aksüt [48], a general recommendation is that research methods courses should be present in students' academic pathways and organised according to an annual scheme (two semesters treating of theoretical and practical issues) rather than on a semester basis (rejecting the placement either only at the beginning or only at the end of the educational programme).…”

“…The use of playful tasks as a pedagogical practice might not necessarily deliver an understanding of research before it is carried out [17]; however, the same authors [17] reported that, once an assignment was completed, the students believed that playful methods were just as valuable as more traditional, non-playful methods. According to Matusiak and Bright's [9] study, 'having fun' is highlighted as a pedagogical practice that increases students' interest in RME courses. Kara and Brooks's [54] study refers to comics as useful tools for supporting learning of different aspects of research methods.…”

Competencies of a Bibliographer: Continuity of Development and Break Points

“…Обучение методологии исследования является важным компонентом подготовки специалистов в области информации и библиотечных работников XXI в. (Matusiak, Bright, 2020). Кроме того, навык исследовательской деятельности как профессиональная компетенция позволяет выпускнику получать необходимую информацию о состоянии чтения и деятельности библиотек в современных условиях (Качанова, 2018).…”

Cohorts Building Community: Fostering Connection in Virtual Cohorts

“…Additionally, some librarians in positions where it isn't required are also interested, but not all library schools prepare librarians to engage in research. 1,2 As such, onthe-job training and mentorship can be effective strategies for gaining research experience. Without help, librarian researchers may feel they need to conduct projects based solely on institutional need or use only the methodology with which they feel most confident.…”