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What Can We Learn from Library Instruction Research? A Content Analysis of Evidence Summaries from Evidence Based Library and Information Practice

机译:我们可以从图书馆教学研究中学到什么?基于证据的图书馆和信息实践中证据摘要的内容分析

摘要

Objective: Library instruction can and should be informed by research, and current research should inform librarians’ instructional practices. In order to maximize the impact of research, the journal Evidence Based Library and Information Practice (EBLIP) publishes evidence summaries - synopses and critical appraisals of published research which facilitate knowledge translation in library and information practice. Each evidence summary consists of a structured abstract describing the objective, setting, design, results and conclusion of the original research, as well a commentary highlighting the methodological strengths and weaknesses of the research and any implications for practice. The current study examines the methodological strengths and weaknesses of 27 research studies on instruction, and their findings.Methods: A qualitative content analysis of the commentary section of evidence summaries of instructional research published in EBLIP from 2006-2008 will be undertaken. All 12 issues of the journal will be included, for a total of 27 evidence summaries. Using a standardized data extraction form, each evidence summary commentary will be reviewed to determine:- Strengths and weaknesses of the original research study, as noted by the evidence summary writer;- Aspects of critical appraisal that were included or excluded from the critical appraisal;- Implications for practice of the original research, grouped by theme.Data analysis will be completed by three researchers, with all evidence summaries being independently reviewed by two researchers to ensure reliability. The content analysis will be guided by EBLIP’s guidelines for evidence summary writers to determine concepts for which coding will be conducted. Pre-testing of the concepts will be undertaken on a subset of evidence summary commentaries to ensure consistency between coders. Results will be grouped by study type and research setting (e.g., academic, health, school, public) to reveal patterns not only within the collection of evidence summaries, but between types of research and practice settings.Expected Results: This research, part of a larger study examining all 117 evidence summaries published in EBLIP, will provide a detailed look at recent research on library instruction. It is expected that the results will reveal trends in critical appraisal of library instruction research, highlighting methodological weaknesses as well as strengths, and areas for improvement in both research design and in critical appraisal techniques. The analysis of the evidence summaries will provide researchers with examples of common methodological issues that arise in library instruction research and therefore potentially weaken results. For practitioners, results are also expected to reveal implications for library instructional practice in areas such as teaching strategies, assessment techniques, as well as the effectiveness of online instruction.Learning outcomes: As a result of attending this session, participants will be able to:• Utilize research results to improve library instruction practices. • Identify common methodological weaknesses of recent research on library instruction.• Explain the role of evidence summaries in promoting evidence-based library instruction.
机译:目的:图书馆的教学可以而且应该以研究为依据,而当前的研究应该可以为图书馆员的教学提供依据。为了最大程度地发挥研究的影响力,《循证图书馆与信息实践》期刊(EBLIP)出版了证据摘要-已发表研究的概要和重要评估,有助于图书馆和信息实践中的知识翻译。每个证据摘要都包括描述原始研究的目的,设置,设计,结果和结论的结构化摘要,以及强调研究方法的优势和劣势以及对实践的任何暗示的评论。本研究调查了27项教学研究的方法优缺点及其发现。方法:对EBLIP 2006-2008年发表的教学研究证据摘要的评论部分进行定性内容分析。该期刊的全部12期将被收录,总共27份证据摘要。使用标准化的数据提取表,将审查每个证据摘要评论,以确定:-证据摘要作者指出的原始研究的优点和缺点;-关键评估中包括或不包括的关键评估方面; -原始研究实践的含义,按主题分组。数据分析将由三名研究人员完成,所有证据摘要均由两名研究人员独立审查以确保可靠性。内容分析将以EBLIP的证据摘要编写者指南为指导,以确定要进行编码的概念。对概念的预测试将在证据摘要注释的子集上进行,以确保编码人员之间的一致性。结果将按研究类型和研究环境(例如,学术,卫生,学校,公共)进行分组,以揭示不仅在证据摘要内,而且在研究和实践环境之间的模式。预期结果:本研究属于研究的一部分一项较大的研究会检查EBLIP中发布的所有117个证据摘要,这将提供有关图书馆教学的最新研究的详细信息。预期结果将揭示图书馆教学研究关键评估的趋势,突出方法学上的弱点和优势,以及研究设计和关键评估技术的改进领域。证据摘要的分析将为研究人员提供图书馆教学研究中常见的方法论问题的实例,从而可能削弱结果。对于从业者,预期结果也将揭示对图书馆教学实践的影响,例如教学策略,评估技术以及在线教学的有效性。学习成果:参加本次会议的参与者将能够: •利用研究结果来改善图书馆教学实践。 •找出有关图书馆教学的最新研究的方法学上的弱点。•解释证据总结在促进基于证据的图书馆教学中的作用。

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