Statement of Competency
Introduction
Research generates new knowledge and supports the continued growth of the information field. While information professionals may not always be seen as researchers, they apply research principles every day as they locate, evaluate, and organize information. Engaging in research strengthens these skills and helps guide others in developing their own information literacy. The ability to interpret and synthesize research within its methodological context is central to evidence-based practice and to contributing meaningfully to the profession.
Quantitative Research
Quantitative research seeks to measure social phenomena through numerical data, using structured methods to test hypotheses and identify relationships (Babbie, 2021). In library and information science, it is often applied through surveys, circulation data analysis, or program assessment to evaluate services and user behavior (Connaway & Powell, 2010). Quantitative inquiry is centered on numerical values and measurable quantities, drawing from the scientific tradition of observation and validation (Williams & Wiggins, 2021). This approach allows researchers to test relationships among variables, identify patterns, and generalize findings to broader populations. Luo et al. (2017) emphasize that quantitative data help information professionals uncover usage trends in programs and services, providing evidence to guide data-driven decision-making. They note that “popular quantitative research methods include surveys, quantitative observations, and analysis of existing statistics” (Luo et al., 2017, p. 27). By integrating quantitative methods into research design, information professionals can transform numerical data findings into meaningful insights that can positively influence programs and user experience.
Qualitative Research
Qualitative research is particularly useful for understanding concepts and topics that are “social in nature and do not lend themselves to quantification” (Connaway & Powell, 2010, p. 77). Because it focuses on exploring experiences, meanings, and behaviors, qualitative studies often rely on small, carefully selected samples that allow for depth of inquiry rather than breadth (Connaway & Powell, 2010). In the field of library and information science, this approach is especially effective for examining the information needs and behaviors of individuals and communities (Westbrook, 2010). Common data-gathering techniques include surveys, observations, and interviews which are methods that provide insight into user experiences and how people seek, share, and use information (Connaway & Powell, 2010; Westbrook, 2010). Because qualitative research often engages with personal and social data, ethical considerations are critical. Institutional Review Boards serve an important role by safeguarding participants and ensuring that studies adhere to established ethical standards through careful oversight, consent processes, and confidentiality protections (Connaway & Powell, 2010).
Research Design
Babbie (2021) provides a clear and structured framework for research design that begins with identifying a research problem or topic followed by a review of existing literature to ground the research question. Oftentimes, this will help the researcher in clarifying their ideas, questions, and methods. What follows is the selection of an appropriate research methodology, which Babbie (2021) stresses should align closely with the research question. If the research is quantitative in nature, a survey, field research, or experiment might be suitable, whereas research that is qualitative in nature might call for observation, focus groups or interviews. Once the research method is clearly defined, the population and sampling techniques must be identified. Data is then collected using reliable and ethical procedures, and then analyzed to reveal patterns and to compare against the hypothesis (research question). Finally, the results of the research are interpreted, reported, and evaluated to inform future research and scholarship.
Evidence
INFO 200: Literature Review Matrix
My first piece of evidence is a Literature Review Matrix completed in INFO 200: Information Communities with Dr. Kevin Bontenbal (Fall 2023). We were asked to complete the standard-issue INFO 200 ‘Literature Review Matrix Template’ by selecting eight peer-reviewed, scholarly articles that related to the information seeking behaviors of our chosen information community. In completing this Literature Review Matrix, we identified the author name, main idea(s), theoretical/conceptual framework, methods, results & analysis, and conclusions for each article. This compromised the ‘They say’ portion of the matrix. The ‘I say’ section of the matrix required us to provide our own comments and impressions of the articles by elucidating our findings in the sections ‘Comments (Your Analysis)’, ‘Future Research Implications’, and ‘Informational Professional Practices Implications’. The Literature Review Matrix is an assignment that helps students learn to read, evaluate, and synthesize research literature.
This evidence supports Competency L by demonstrating my ability to evaluate and synthesize scholarly research literature by uncovering themes of information needs, literacy, and digital access to information. In identifying gaps in the research, I am able to show how to better identify and meet my chosen community’s information needs. I connect these themes by applying them to the real-world situations of information professionals in different settings (medical and academic librarianship, for example).
INFO 287: Quantitative Evidence Activity
My second piece of evidence is a quantitative evidence activity from INFO 287: Collecting and Analyzing Data for Evidence Based Decisions with Dr. Renee Jefferson. This is an extension of an earlier assignment, where we identified a research study that involved surveys as a means of data collection. We were to answer a series of questions to help parse out the specifics of the study and survey. This quantitative evidence activity asked us to identify statistical techniques and variables used in the study (results of the survey). In addition to these questions, we were given two additional questions based on information supplied by Dr. Jefferson based on a table comparing video games and ILA scores.
This evidence supports Competency L through my analysis of the quantitative variables (nominal, ordinal, ratio, interval), statistical techniques (frequencies, means, regression, p-values, correlations), and hypothesis testing. I demonstrated that I understand how to interpret significance, correlation strength, and direction. Questions 3 and 4 show I can interpret correlation scores and then ascertain as to the precipitating causal factors.
INFO 287: Qualitative Evidence Analysis
My third piece of evidence is a qualitative evidence analysis from INFO 287: Collecting and Analyzing Data for Evidence Based Decisions with Dr. Renee Jefferson. In this assignment, I used an article I evaluated for an observational study and used it as source material to answer qualitative questions posed by Dr. Jefferson. I examined a study titled: ‘Observations of Children With Disability During Arts-Based Multisensory Story and Rhyme Activities: Is It All Just Chimes and Perfumes?’. We were tasked with noting what types of observations were made by the researchers, naming the types of techniques used to analyze the data, and listing the qualitative data analysis method we would employ to discuss observational study in this article.
This evidence supports Competency L through my understanding of qualitative narrative analysis (specifically performative analysis) as an advantageous method to analyze non-verbal communication cues from study participants. I show how I would apply this method if I were to extend the study and research through qualitative research methods. I also demonstrate competency in my ability to recognize and synthesize qualitative observations and techniques.
Conclusion
Understanding both qualitative and quantitative research provides a balanced foundation for evidence-based work in library and information science. Using research as a practical tool helps information professionals make informed choices that support their communities and contribute to the growth of the field. In my future as an information professional, I will remain current not only in what is being researched by reading library and information science journals, but also remain current in how topics are being researched. I will commit to understanding new databases and cataloging technology so I may be able to locate relevant information for future research.
References
Babbie, E. R. (2021). The practice of social research (15th ed.). Cengage Learning.
Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians (5th ed.). Libraries Unlimited.
Luo, L., Brancolini, K., & Kennedy, M. R. (2017). Enhancing library and information research skills : a guide for academic librarians. Libraries Unlimited.
Westbrook, L. (2010). Qualitative research methods: An overview. In L. S. Connaway & R. R. Powell (Eds.), Basic research methods for librarians (5th ed., pp. 171–208). Libraries Unlimited.
Williams, M., Wiggins, R. D., & Vogt, P. R. (2021). Beginning quantitative research. SAGE Publications Ltd.