The Information School of the University of Washington LIS 570 Session 8.2 Notes on Presentations and Papers

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 2 Objectives Have a guideline for structuring presentations and papers Be aware of differences in structure for qualitative and quantitative studies Provide opportunity to explore questions at this stage of the research process

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 3 Agenda Basics Distinction between quantitative and qualitative Typical outlines for written and oral presentations Further reading and discussion Discussion of peer feedback

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 4 Basics Style: written, presentation Appropriate for audience (a bit more formal than usual) Style manual (APA, Chicago) –EndNote –(Author date) in text; bibliography at end –Minimize footnotes

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 5 Basics (cont.) Narrative: you’re telling a story—logically and with appropriate weight to different points; prepare audience for any new concepts or language; may use narrative ‘hook’ Fun and interesting: everyone is wanting you to have a successful article/presentation Communication –English (grammar, punctuation, etc.) –Slides: simple, graphics as appropriate, little detail (use handouts for details if necessary) –Proofread, proofread, proofread

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 6 Basics Conventions Voice and Point of View Active has more impact (for practitioners) Passive is often used in scientific writing 1 st person for qualitative or interpretive studies 3 rd person for quantitative (positivist) studies Tense Present or past for completed studies Future for proposed studies Be consistent!

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 7 Written Report (Paper) Components Introduction Method (detailed procedure) Results (data and analysis) Findings (interpretation of results—meaning) Conclusions and discussion (significance)

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 8 Introduction Purpose Motivation Research Question Approach (paradigm) Literature about the problem, deficiencies Audience (for whom you’re writing)

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 9 Introduction Purpose Statement “specific and accurate synopsis of the overall purpose [goal] of the study” (Locke 1987) Qualitative statement implies or expresses the assumptions of the qualitative paradigm; words such as intent, objective,…to call attention to the focus and controlling idea Avoid words that imply direction or values (successful, useful,…) or cause and effect (relationship, association, comparison…) Use words such as describe, understand, discover,…

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 10 Introduction Purpose Statement Quantitative statements must have a clear understanding of the variables and constructs that are being studied Begin with identification of the variables (independent, intervening, dependent) Identify the theory, model, or conceptual framework; mention the specific method of inquiry (survey, experiment)

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 11 Method Design Procedure used Ethical issues Details (e.g., questionnaire) may be in an appendix or exhibit

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 12 Research Question Quantitative Structured by theoretical framework or model Variables Contructs Hypothesized relationship

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 13 Role of Theory Quantitative, Experiments Theory provides framework for deductive study Is typically used to introduce the study report Often: objective is to test hypothesis Designed in advance: data collection, coding, analysis (all variables and constructions are specified, defined, “operationalized”) Sampling designed for statistical significance Statistical tests specified in advance Outcome may be “generalizable” and often provides either “support” or “non-support” for hypothesis and theory

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 14 Role of Theory Qualitative, Interpretive “Theory” is similar (set of interrelated constructs used to explain data) to “theory” in quantitative research, but use is different Typically study is inductive, and theory is used to explain observations or patterns Theory is introduced after the data are presented

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 15 Reporting your research The presentation of the results A discussion and interpretation of the results, i.e., what they mean to you, and any limitations or concerns—e.g., ethical, validity, reliability Conclusions Significance and implications (practical, further research [be specific])

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 16 Drawing conclusions What did you ask? What did you find? What do you conclude? To whom do your conclusions apply?

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 17 Cautions Presentations (~20 minutes) Time budget for different components Danger: spending too much time on background, introduction, literature Slow down: clarity; enable audience to absorb and reflect on your points “Serious” but fun

The Information School of the University of Washington LIS 570: Presentation GuidelinesMason; p. 18 Good Reference Above guidelines draw heavily from John W. Creswell): Research Design Qualitative & Quantitative Approaches (Sage 1994)