1. The Information School of the University of Washington LIS 570_Knowing LIS 570 Session 1

2. The Information School of the University of Washington LIS 570_KnowingMason; p. 2 Objectives Know one another Mutual understanding of course expectations Understand how the experiential learning model guides the structure of the course See parallels between learning model and research process

3. The Information School of the University of Washington LIS 570_KnowingMason; p. 3 Agenda Introductions Overview of course/review syllabus Experiential learning: a model Epistemology: how we know what we know What is research? A framework for engaging in research

4. The Information School of the University of Washington LIS 570_KnowingMason; p. 4 Course Overview Administration –Office hours: by appointment & after class –Deliverables: to instructor & GSA Classroom process: lecture, discussion (~4) Outside: reading, exploring/research, preparing reports (~12)

5. The Information School of the University of Washington LIS 570_Knowing Ways of knowing and the research process

6. The Information School of the University of Washington LIS 570_KnowingMason; p. 6 Experiential Learning Cycle (Kolb, 1984) Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

7. The Information School of the University of Washington LIS 570_KnowingMason; p. 7 Experiential Learning Cycle (Kolb, 1984) Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

8. The Information School of the University of Washington LIS 570_KnowingMason; p. 8 Information “Value Chain” Sensory Awareness Creation Access / Transfer Application Interpretation Storage

9. The Information School of the University of Washington LIS 570_KnowingMason; p. 9 Research is everywhere The need for research methods literacy –to protect yourself from misleading research conclusions –to empower yourself to use valid social science research –to enable the essential function of research communication the partnership between the researcher and the consumer of research

10. The Information School of the University of Washington LIS 570_KnowingMason; p. 10 Sources of understanding How do we know what we know? Authority (variations in explanations, e.g., deviance) Personal experience Tradition –Can be a powerful force operating against inquiry –May have much wisdom

11. The Information School of the University of Washington LIS 570_KnowingMason; p. 11 Sources of understanding Authority –how do we select? Public opinion –people can agree on things that are inaccurate Common errors in understanding –we can observe inaccurately –we can overgeneralise –we can be guilty of selective perception

12. The Information School of the University of Washington LIS 570_KnowingMason; p. 12 Research –“Disciplined way of coming to know something about ourselves or our world“(Bouma) –“..the systematic effort to secure answers to questions” (Reinard) –“.. a process by which we answer questions and try to draw conclusions from information gathered..” (Reinard)

13. The Information School of the University of Washington LIS 570_KnowingMason; p. 13 Social Science Research Features of the scientific method –empirical –verifiable –cumulative –self-correcting –deterministic –ethical and ideological neutrality –statistical generalizability

14. The Information School of the University of Washington LIS 570_KnowingMason; p. 14 Philosophical Frames Positivist –External reality exists; the world operates according to rules –Research: discover the reality and rules Social Constructionist –Focus on our interaction with physical world and others –Reality is socially negotiated Critical Theorist: examine social situation from perspective of justice, equity

15. The Information School of the University of Washington LIS 570_KnowingMason; p. 15 Research Research is the process by which I discover the questions to which my data are the answers. -- Helmholtz Research is the process of going up alleys to see if they are blind. -- Marston Bates

16. The Information School of the University of Washington LIS 570_KnowingMason; p. 16 Research Disciplined Inquiry Problem based Systematic: Methodical Established sources of evidence Sound argument Concern for Error –Anticipation –Control (Elimination) –Discussion of the Margin of error Public Original, Novel

17. The Information School of the University of Washington LIS 570_KnowingMason; p. 17 Research in LIS570 Purpose –Descriptive What is …. –Exploratory—seek Relationships Association Between Ideas (Concepts) –Explanatory and predictive Cause and Effect Relationships

18. The Information School of the University of Washington LIS 570_KnowingMason; p. 18 The Phases of Research Phase 1: Essential First Steps Phase 2: Data Collection Phase 3: Analysis and Interpretation

19. The Information School of the University of Washington LIS 570_KnowingMason; p. 19 Essential First Steps Phase 1 –Select, Narrow, and Define Problem Exploratory Qualitative Research Refine “problem statement” –Select a Research Design –Design and Devise Measures for Variables “Operationalization” of the variable Measurement Process –Select Tables for Analysis –Select a Sample

20. The Information School of the University of Washington LIS 570_KnowingMason; p. 20 The most exciting phrase to hear in science, the one that heralds the most discoveries, is not 'Eureka!' but 'That's funny...' - Isaac Asimov

21. The Information School of the University of Washington LIS 570_KnowingMason; p. 21 Refining the question The mere formulation of a problem is far more often essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, to regard old problems from a new angle requires creative imagination and marks real advances in science - Robert Olson