Theoretical Framework Research basis

Theoretical Framework What is the central concept(s) integral to the study? (look within and outside LIS) Connecting the study to theory: basic research

Good Theory Advances knowledge in a discipline, guides, research, enlightens the discipline, helps the discipline mature and gain validation Enables us to rise above the seemingly random confusion of everyday life to see patterns and to understand principles on which to base purposeful, productive action Provides an important context

Theory vs. Practice We cannot do without theory. It will always defeat practice in the end for a quite simple reason. Practice is static. It does well what it knows. It has, however, no principle for dealing with what it doesn’t know … Practice is not well adapted for rapid adjustments to a changing environment. Theory is light footed, it can adapt itself to changed circumstances, think out fresh

Out fresh combinations and possibilities, peer into the future Out fresh combinations and possibilities, peer into the future. Theory provides a clear framework, administrative practice reduces to a series of meaningless acts, without purpose of direction. Source: Charles H. Granger, Harvard Business Review 42 (May-June 1964), p. 64.

Theory Provides patterns for the interpretation of data Links one study to another Supplies frameworks within which concepts and variables acquire special significance Allows us to interpret the larger meaning of our findings for ourselves and others Source: The elements of social scientific thinking, p. 40

Examples Information needs Effectiveness Success Standards information-seeking behavior Effectiveness Teams/small groups Success Reference Transactions Standards RUSA, IL, Accreditation Expectations service quality Satisfaction Value See Measuring your library’s value, Donald S. Elliott et al (ALA, 2007)

Theoretical Framework Dalbello, M. (2009). Cultural dimensions of digital library development: Part II the cultural innovations of five European national libraries. Library Quarterly, 79(1). Culture = National Culture + Organizational Culture + Professional Culture + Heterogeneous Tool Kit Culture

Who, what, when, where, how… Logical Structure Who, what, when, where, how…

Logical Structure Explicitly addresses all the possible variables within a study Identifies all of the important components Is a menu of choices--no decisions are represented The decisions = objectives

Logical Structure (Components) Addresses the questions of What (problem statement) Who Where When How (methods)

Logical Structure Not always directly addressed within the published study, but must be addressed by the research during the planning stages. Often possible to represent the logical structure through a diagram or model

What Identifies the problem under study May help to brainstorm for contributing factors, causes and effects May have to operationalize terms= i.e. success, efficiency, effectiveness, etc. Some methods: Flow Chart Five Why’s Fishbone Diagram

Fishbone Diagram Dr. Kaoru Ishikawa Materials People Policies Problem Statement Process Technology

Who The group under study Identifies the population Identifies the sample within the population May have to justify choices

When The time frame of the study Sets deadlines Creates context Data collection Literature review Correcting for lapses Sets deadlines Creates context

Where Identify the environment Sets parameters

How Methodologies How will data be collected What is appropriate?

User/Use Study Use Students Simmons College When How

Where: one to many places Use/Nonuse Study Where: one to many places How When: 1-many times Library Use NonUse Students Add Variables

User (Search) Behavior E-book Use Where When How User (Search) Behavior Undergraduates variables variables

Indicate what was selected from the “menu” or logical structure Objectives Indicate what was selected from the “menu” or logical structure

Components of Objectives To ____verb Object

Basic: to conceptualize Applied: to test Action: to describe

Objectives To “describe” To “relate:” “compare” or “contrast” (relating applies to basic, applied, and action research) identify define distinguish determine Depict etc.

Objectives To identify the attributes (requirements, responsibilities, qualifications, and salaries/benefits) of music librarians To determine the extent to which their responsibilities relate solely to music librarianship To compare the attributes listed most frequently in job advertisements with those attributes leading to the actual hiring of individual To compare the list of attributes identified in job advertisements by: geographical area, highest degree offered by the institution, institutional control (private vs. public)

Evaluation Questions How much? How many? How economical? How prompt? How accurate? How responsive? How well? How valuable? How reliable? How courteous? How satisfied? --------------------------- Accountability and Effectiveness = How well?

Collections/ services Community served: customers Facilities Others, as institution itself Customers Library Collections/ services Community served: customers Facilities Technology and its use

Collections/ services Community served: customers Others, as institution itself Customers Library Collections/ services Community served: customers Facilities Technology and its use Examples: How much? How many? How well? How satisfied?