COURSE SYLLABUS Palmer School of Library and Information Science Long Island University – College of Information and Computer Science LIS 514 – Introduction to Research Methods in Library and Information Science Summer Session II – 2010 (June 29 – July 29) Instructor:

Dr. David Jank

Office:

Contacts.:

(631) 244-3081 (631) 244-3374

Office Hrs:

Immediately prior to, and following, each class Email questions always welcome; will try to respond in a timely manner (Note: Please prefer Dowling email address) Also available for special appointments at almost any time

(Office) (Fax)

Dowling College Library Racanelli Learning Resources Center – Room 207B

[email protected]

(E-mail)

Class Mtgs: Tues. and Thurs., 5:30 p.m. – 8:10 p.m. (NYU Bobst Library)  IMPORTANT: A NUMBER OF CLASSES WILL BE VIRTUAL.   Please be alert for announcements of days classes will not meet physically   and always check for Mail messages in the WebCT classroom site.  ============================================================== Course Description: The course is designed to introduce the student to the theoretical foundations and practical applications of research design, methodology, and evaluation in library and information science. The primary focus of the class is on research design and methodology, as well as on the scientific method of research. Although original research will not be carried out, students will be led through the entire methodology process, and will be responsible for learning how to identify research problems, as well as develop research questions and hypotheses. Methodological design will be discussed in its entirety, as will the importance of the literature review and sampling techniques. Students will prepare their own research proposals, learn the fundamentals of the scientific method, and review the purpose of both quantitative and qualitative research strategies. Appropriate professional literature will be reviewed, and one or two brief quizzes will be administered. Where possible, media and online sources will be utilized to highlight certain conceptual components, and students will be expected to participate in both physical and virtual classroom discussions. Students will also be required to present their research proposals to the class, and feedback on these proposals will be expected from all students.

Course Objectives: Students will be expected to:    

Grasp the intellectual foundation of the scientific method of research Adequately identify and define the components of scholarly research studies Develop mastery of terminology and strategy for both quantitative and qualitative research Successfully complete an entire research proposal, adhering to the scholarly guidelines presented in class; to present that proposal to a community of their peers in class; and to successfully defend it

The course will follow a seminar format, utilizing lecture, directed research, and presentations that allow students to share their own research findings dealing with the topic area in which they intend to specialize. One or two short quizzes will be administered to ensure comprehension of foundational concepts, and appropriate readings will be distributed via the electronic classroom. There will also be electronic discussion boards for the class, where announcements and information sharing will take place as needed. Course Requirements, Assessments, and Grading: 1. 2. 3. 4. 5. 6.

Topical Assignments and reading reflections 10 % Quizzes 20 % Research Design and Methodology 10 % Research Proposal 40% Research Presentation 10 % Instructor’s subjective 10 % (NOTE: One half of this portion of the final grade will be dependent upon the level of the student’s participation in class discussions via both physical and virtual classrooms.)

Grade distributions will be as outlined in the Palmer School Catalog. Descriptions for individual assignments will be available either via the class web site, or distributed in class.

Textbook and Readings: There is no required text for this course; there will, however, be required reading, and will exist in the form of professional journal articles, excerpts from related texts, special-focus handouts, Blackboard postings, and Web sites as provided by the instructor.

OVERVIEW OF COURSE ASSIGNMENTS AND ASSESSMENTS

Topical Assignments (Varied) - 10 points Throughout the first half of the course, students will be given exercises and reading assignments that will help them understand the theoretical groundwork of scientific research. The purpose of these exercises is to underscore certain fundamentals being covered in class, and, further, to stimulate class discussions. Quizzes - 20 points The purpose of quizzes in this course is to ensure adequate intellectual grasping of the fundamentals of research methodology; the component stages of the research method; and the appropriate usage of research terminology. Research Design and Methodology - 10 points Students will be led structurally through the design and components of scientific research, and will be expected to engage in back-and-forth interaction with both the instructor and fellow students as their research proposals are being developed. Research Proposal - 40 points The primary purpose of this course is to assist students in the successful completion of an individual research proposal, focusing on a research problem of interest to them, or that relates to their current employment situation. The research proposal will be grade both on its intellectual content, and on its adherence to the scholarly standards of research design. Research Presentation - 10 points All students will be required to present to the class a summary of their research proposals. Depending on size of class and time allotment, this may be done either physically or virtually. Instructor’s subjective - 10 points This course is designed to focus on the scientific method of research design. Consequently, it is imperative for students to grasp the component structure of research studies, and to accurately converse about the component pieces of scholarly research. This portion of the grade will be based upon the student’s ability to engage in class discussions about the research method (both offline and online) as well as upon their attendance and perceived commitment to class content.

CLASS SCHEDULE AND ASSIGNMENTS (NOTE: Given the abbreviated nature of the Summer Session, alterations to the following may well occur; however, they will always be announced ahead of time, either physically or virtually.)

DATE

TOPICS

ASSIGNMENT (to be completed by 5:00 p.m. on the Friday at the end of each week)

Week 1

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Week 2

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Course Overview, Introduction, and Open Discussion Group roundtables and icebreakers What is everyone doing? Where is everyone going? Where is the seminar going? Discussion of the scientific method of research Discussion of research methodology and design The state of scientific research in LIS

1. Post to discussion board your own “bio” introduction, and your responses to “Two Truths and a Falsehood” 2. Post to discussion board a description of your “dream topic” for research 3. Read: Powell and Connaway (excerpts posted online) 4. Post to discussion board your written reactions to assigned readings

Structure of the scientific method of research State of research in LIS Jargon, practice, and scholarly review Research sources in print and online Discussion of proposal topics Introductory statistics

1. Read: Busha and Harter (excerpts posted online) 2. Read: Babbie excerpts posted to bulletin board 3. Read: Statistical excerpts posted to bulletin board 4. Submit to instructor a 2-page description of the type of research project you would like to pursue 5. Post to discussion board your written reactions to assigned readings

Week 3

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Week 4

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Week 5

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More reviews of the scientific method Scientific research and scholarly writing in LIS Scholarly methods of preparing research proposals and results Research jargon and terminology Review of statistical principles (selection, categorization, usage, etc.)

1. Read: Examples of scholarly research in the social sciences 2. Read: Babbie excerpts posted to bulletin board 3. Read: Statistical excerpts posted to bulletin board 4. Quiz 5. Assignment exercise 6. Post to discussion board bibliography for literature review in APA format.

Ongoing reviews of research proposals Preparing to present research Statistics Jargon Lies and other statistics

1.

Presentation of Research Proposals Delphi-like reactions and critiques of class members’ proposals

1.

2.

2.

Submit to instructor a draft copy of your Research Proposal Quiz

Potential revisions to Research Proposals Respond to course wrap-ups on Discussion Board