1. The Information School of the University of Washington LIS 570 Session 5.1 Research Design and Data Collection

2. The Information School of the University of Washington LIS 570 Research DesignMason; p. 2 Objectives Place sampling and research design in context Recall components of research design Further develop the research projects Get feedback on research designs

3. The Information School of the University of Washington LIS 570 Research DesignMason; p. 3 Agenda Research in context Review of research design –Definition –Criteria for selection –Research goal (type): explanatory; descriptive Common designs Exercise: “elevator speech” Exercise: developing questions

4. The Information School of the University of Washington LIS 570 Research DesignMason; p. 4 Sampling and Research Reality, models, & research findings Absolutes, certainty, beliefs, & decisions Sampling: done if a census is not feasible because of resources or other constraints Point of research (including sampling): –Building knowledge through communication with others storing and making accessible results –Following “accepted” methods

5. The Information School of the University of Washington LIS 570 Research DesignMason; p. 5 Research Design: Definition Framework which guides the collection of data Roadmap or blueprint for the study Goal: select the strongest (or most appropriate) design for the type of research Two major types of research –descriptive –explanatory

6. The Information School of the University of Washington LIS 570 Research DesignMason; p. 6 Choice of research design (Bouma) Depends on hypothesis or research objective Case study: What is happening? Longitudinal study: Has there been a change in A Comparison: Are A and B different? Longitudinal comparison: Do A and B differ over time? Experiment: Is the difference between A and B due to a change in the independent variable?

7. The Information School of the University of Washington LIS 570 Research DesignMason; p. 7 Case study Simplest (most primitive?) design –Rich in detail –Requires “plausibility” to establish generality –Documentation/write up is not trivial Collecting information from one group at one point in time Aim: description—what is going on? Are there discernable relationships among the factors?

8. The Information School of the University of Washington LIS 570 Research DesignMason; p. 8 The longitudinal study Two or more case studies of the same group separated by an interval of time Measure a variable at both points of time Intervention: cannot conclude a causal influence InterventionTime 1 Time 2

9. The Information School of the University of Washington LIS 570 Research DesignMason; p. 9 Comparison study Cross-sectional design Most common Collect measures from at least two groups of people at one point in time Compares the extent to which the two groups differ on the dependent variable

10. The Information School of the University of Washington LIS 570 Research DesignMason; p. 10 Comparison Study Select variable related to the concept under study Devise a way to measure the variables Develop a data recording method Measure the same variable: use same technique, measure at the same/nearly the same time A B Do A and B differ? Time 1

11. The Information School of the University of Washington LIS 570 Research DesignMason; p. 11 Longitudinal comparison Study different groups at two points of time Can avoid problems of keeping track of individuals over time Problems –Can’t draw causal inferences –Matching the samples at time 1and time 2

12. The Information School of the University of Washington LIS 570 Research DesignMason; p. 12 Explanatory Research: Basic Requirements A relationship between the variables needs to be established All other reasons for the relationship must be able to be eliminated Strongest research design is an experimental design –Vary independent variable –Control for other variables

13. The Information School of the University of Washington LIS 570 Research DesignMason; p. 13 Classic Experimental Designs: Minimum Requirements Two groups –Experimental group –Control group Random Assignment of units of analysis to C and E groups –Active intervention for the E group Purposefully change the value of the Independent Variable Synonyms (other “jargon” in the literature): “treatment,” “manipulation of the IV” –Measure dependent variable after intervention for E and C groups

14. The Information School of the University of Washington LIS 570 Research DesignMason; p. 14 Collecting data How the data will be collected –Observation –In-depth interview (structured, semi-structured) –Content analysis Questionnaire Which questions to ask? –Research problem –Indicators –Hunches about the link between variables

15. The Information School of the University of Washington LIS 570 Research DesignMason; p. 15 Questionnaires Explanatory research –Measures of the dependent variable –Measures of the independent variable –Measures of the test variable –Background (measures of control variables—ceteris paribus) Descriptive research –The phenomenon we are describing –Background characteristics

16. The Information School of the University of Washington LIS 570 Research DesignMason; p. 16 Question content Behavior: what people do Beliefs: what people believe is true or false Attitudes: what people think is desirable Attributes: characteristics

17. The Information School of the University of Washington LIS 570 Research DesignMason; p. 17 Wording questions (De Vaus, Babbie) Is the language simple? Can the question be shortened? Is the question double-barrelled (compound)? Is the question leading? Is the question negative? Is the respondent likely to have the necessary knowledge? Will the words have the same meaning for everyone? Is there a prestige bias?

18. The Information School of the University of Washington LIS 570 Research DesignMason; p. 18 Wording questions Is the question ambiguous? Do you need a direct or indirect question? Is the frame of reference for the question sufficiently clear? Does the question artificially create opinions? Is personal or impersonal wording preferable?

19. The Information School of the University of Washington LIS 570 Research DesignMason; p. 19 Wording questions Is the question wording unnecessarily detailed or objectionable? Does the question have dangling alternatives? Is the question likely to produce a response set?

20. The Information School of the University of Washington LIS 570 Research DesignMason; p. 20 Question types ( De Vaus) Open or closed questions? Open Questions: how to code responses Closed question formats –Category or rating scales –Semantic differential formats –Checklists –Ranking formats –Attitude choice

21. The Information School of the University of Washington LIS 570 Research DesignMason; p. 21 Summary Simple case study Longitudinal study Comparison Longitudinal comparison Experiment What is happening? Has there been a change in A Are A and B Different? Are A and B different through time? Is the difference between A and B due to a change in the independent variable

22. The Information School of the University of Washington LIS 570 Research DesignMason; p. 22 Elevator Speech 20-30 second synopsis; intent: to elicit interest Who you are and what you are doing With whom Where/How Why: What you hope to find, why the results may be important

23. The Information School of the University of Washington LIS 570 Research DesignMason; p. 23 Exercise In teams, prepare your “elevator speech” Practice so that everyone can deliver it 5 minutes

24. The Information School of the University of Washington LIS 570 Research DesignMason; p. 24 Exercise Discerning problems in question construction In teams, review the handout questions—how can they be improved?