some observations on qualitative research (in libraries)

maura a. smalenyc college of

technology

some observations on qualitative research (in

libraries)

mariana regalado

brooklyn college

11/10/2011

&

how did we get here?

we have graduate training in anthropology which means we have done a lot of our

own research (and some of it has even been in the library!)

we are academic reference and instruction librarians

which means we spend a lot of time helping students learn how to be more efficient, more persistent, and more curious researchers

we wanted to know

how do undergraduatesstudy and do their research?

how do they make sense

of their experience?

research methodsquantitative qualitative

assumption: variables can be identified and relationships measured. 

methods:seeks the normattempts to be objectivecollection and analysis of numerical data to identify statistical relations of variables

assumption: variables are complex, difficult to measure. methods:searches for patterns relies on involvement and empathic understanding data from observation, interviews, etc. with a focus on the interpretations of participants

help us understand what participants do

begin with specific questions that define participant answers

numerical data are analyzed to show statistical relations of variables

an efficient means of collecting large amounts of relatively superficial data

help us understand participants experience of what they do

begin with general questions, participant answers drive results

narrative data are analyzed and coded in a search for patterns and concepts

a time consuming means of collecting relatively small amounts of in-depth data

quantitative qualitative

methods complement

student: so it's all that travelling I have to go through just to get to class. . . I didn't know it was that muchinterviewer: what do you do on the bus?student: I do a little study; listen to my ipod. . .I’m a music major. . .I have so much music to listen to, it keeps me occupied

in other words

“everything that can be counted does not necessarily count

everything that counts cannot necessarily be counted”

-Albert Einstein

ethnography

the study of human beliefs, values, rituals in its natural setting -- the “culture”

data collected by observation and interviews

ethical concerns

protecting participants from harm is paramount in all human subjects research

in ethnography (and related social studies), investigators must ensure againstcoercionunwanted intrusion breach of confidentiality

institutional review board (irb)

oversight is provided by the local institutional review board (irb).

regulations based on the common rule from the office for human research protections

the ohrp was established in response to public outcry over unethical research practices (some of it conducted by the u.s. government!).

the common rule requires

compliance by research institutionsresearchers to obtain and document

informed consentadditional protections for certain

vulnerable populationspregnant women, in vitro fertilization,

and fetusesprisonerschildren

irb categories

exempt studies usually involve research on normal educational practice, i.e. in the classroom

expedited studies usually involve minimal risk to participants—most social science falls into this category

full review studies usually involve serious potential risks to participants—many medical studies fall into this category

undergraduate study habits ethnography project @ cuny

getting started

other models & inspiration

university of rochester

project information literacy (pil)

erial (five illinois libraries)

research sites

borough of manhattan community college, 2-year degrees

hunter college, 4-year degrees

nyc college of technology, 2- and 4-year degrees

bronx community college, 2-year degrees

brooklyn college, 4-year degrees

city college, 4-year degrees

institutional context

17% asian27% black29% hispanic26% white

228,484 undergraduates at cuny in fall 2010

43% born outside the u.s.mean age = 2428% over age 2544% 1st generation in college38% household income <

$20,00031% work for pay > 20 hrs/wk14% support children

CUNY OIRA. (2010).  A Profile of Undergraduates at CUNY Senior and Community Colleges: Fall 2010. http://owl.cuny.edu:7778/portal/page/portal/oira/OIRA_HOME/ug_student_profile_f10.pdf

guiding questionswhat are faculty expectations for student scholarly work and assignments?

how do students study, research, and complete their assignments?

how do students use the library for their coursework (and, if they don’t, why not)?

research methods

faculty interviews

studentsmapping diariesphoto surveysresearch interviewsstudy habits survey

research preliminaries

irb approvalfundingincentivesrecruitment

undergraduate study habits ethnography project @ cuny

preliminary results

faculty interviews

“we need to instigate parts of [learning to do research and writing] earlier on” in the curriculum

“there isn’t time for hand-holding with the teaching load”

obstacles to good student work on research-based assignments

faculty interviews

“the central weakness […] is the inability to think and to analyze clearly”

“oh so many [ . . . I] would really expect complete sentences”

the inability to “identify a topic area and then realize that, well, maybe there’s no literature in that topic area”

perceived student weaknesses

faculty interviews

“I am firmly convinced that all of this has to be practicum based—the kids are much, much, much, much more interested when they find out there’s a use for what they know”

“I’m overt about the actual steps to research and writing the paper”

“I like them to do the papers in stages”

best practices for teaching research & writing

faculty interviews

[I tell them] “if you need a friend, try a reference librarian because they will be there for you”

“we send students over with half-formed, half-baked, half-conceived notions of what we want from them”

“they don’t use the library—it’s rare that they’ll go see a librarian.. . they’ll come see me first and I’ll show them the library website”

where librarians fit in (or don’t)

mapping diaries

mapping diaries

mapping diaries

mapping diaries

most frustrating part of the day“having lunch, because I had to

have lunch in the train station”

parts of the day to look forward to“I guess going home” “the gym”

a walk to target“if I need a little burst of inspiration”

mapping diariesmost frustrating part of the day“the time I have breaks in

between. . .because I'm usually like rushing and eating at the same time to get to my next class ”

best part of the day“the time in between ‘cause it's just a nice

window where I can lay down, relax for a while, go get some food, and then start the second half of my day. . . so it's a nice little break period, which I like”

photo surveys

all the stuff you take to classsomething you would call

high-techone picture of the library to

show to a new studentyour favorite place to studya place at school you hang

outa place at school where you

studyyour communication devices

how you manage your time or keep track of your work

a place at home you studyyour favorite part of the

daythe tools you use for

writing assignmentssomething you can’t live

withoutthe night before a big

assignment is due

some locations students were asked to photograph

photo surveys

the things you always carry with you

photo surveysthe place you keep your books

photo surveys a place in the library you don’t like

photo surveys a place at school where you study

photo surveys a place at home where you study

retrospective research process

retrospective research process

retrospective research process

retrospective research process

data analysis

application

how can what we learn(about how undergraduates study and do

research)(about what that experience is like for them)

(about faculty expectations for student research)

help us to improve ourlibrary outreach & services

and the student (research)

experience?

dissemination

acrl/ny annual symposium 2010

acrl national conference 2011

mobilityshifts: an international future of learning summit 2011

american anthropological association 2011

publication: articles, books and beyond!

thank you!

maura a. smalemsmale@citytech.cun

y.edu

mariana regalado

regalado@brooklyn.cuny.edu

11/10/2011

&