1. Theoretical Framework
Research basis

2. Theoretical Framework
What is the central concept(s) integral to the study? (look within and outside LIS)
Connecting the study to theory: basic research

3. Good Theory
Advances knowledge in a discipline, guides, research, enlightens the discipline, helps the discipline mature and gain validation
Enables us to rise above the seemingly random confusion of everyday life to see patterns and to understand principles on which to base purposeful, productive action
Provides an important context

4. Theory vs. Practice
We cannot do without theory. It will always defeat practice in the end for a quite simple reason. Practice is static. It does well what it knows. It has, however, no principle for dealing with what it doesn’t know … Practice is not well adapted for rapid adjustments to a changing environment. Theory is light footed, it can adapt itself to changed circumstances, think out fresh

5. Out fresh combinations and possibilities, peer into the future
Out fresh combinations and possibilities, peer into the future. Theory provides a clear framework, administrative practice reduces to a series of meaningless acts, without purpose of direction.
Source: Charles H. Granger, Harvard Business Review 42 (May-June 1964), p. 64.

6. Theory Provides patterns for the interpretation of data
Links one study to another
Supplies frameworks within which concepts and variables acquire special significance
Allows us to interpret the larger meaning of our findings for ourselves and others
Source: The elements of social scientific thinking, p. 40

7. Examples Information needs Effectiveness Success Standards
information-seeking behavior
Effectiveness
Teams/small groups
Success
Reference Transactions
Standards
RUSA, IL, Accreditation
Expectations
service quality
Satisfaction
Value
See Measuring your library’s value, Donald S. Elliott et al (ALA, 2007)

8. Theoretical Framework
Dalbello, M. (2009). Cultural dimensions of digital library development: Part II the cultural innovations of five European national libraries. Library Quarterly, 79(1).
Culture = National Culture + Organizational Culture + Professional Culture + Heterogeneous Tool Kit Culture

9. Who, what, when, where, how…
Logical Structure
Who, what, when, where, how…

10. Logical Structure
Explicitly addresses all the possible variables within a study
Identifies all of the important components
Is a menu of choices--no decisions are represented
The decisions = objectives

11. Logical Structure (Components)
Addresses the questions of
What (problem statement)
Who
Where
When
How (methods)

12. Logical Structure
Not always directly addressed within the published study, but must be addressed by the research during the planning stages.
Often possible to represent the logical structure through a diagram or model

13. What Identifies the problem under study
May help to brainstorm for contributing factors, causes and effects
May have to operationalize terms= i.e. success, efficiency, effectiveness, etc.
Some methods:
Flow Chart
Five Why’s
Fishbone Diagram

14. Fishbone Diagram Dr. Kaoru Ishikawa
Materials
People
Policies
Problem Statement
Process
Technology

15. Who The group under study Identifies the population
Identifies the sample within the population
May have to justify choices

16. When The time frame of the study Sets deadlines Creates context
Data collection
Literature review
Correcting for lapses
Sets deadlines
Creates context

17. Where
Identify the environment
Sets parameters

18. How
Methodologies
How will data be collected
What is appropriate?

19. User/Use Study
Use
Students
Simmons College
When
How

20. Where: one to many places
Use/Nonuse Study
Where: one to many places
How
When: 1-many times
Library
Use NonUse
Students
Add Variables

21. User (Search) Behavior
E-book Use
Where
When
How
User (Search) Behavior
Undergraduates
variables
variables

22. Indicate what was selected from the “menu” or logical structure
Objectives
Indicate what was selected from the “menu” or logical structure

23. Components of Objectives
To ____verb
Object

24. Basic: to conceptualize
Applied: to test
Action: to describe

25. Objectives To “describe”
To “relate:” “compare” or “contrast” (relating applies to basic, applied, and action research)
identify
define
distinguish
determine
Depict
etc.

26. Objectives
To identify the attributes (requirements, responsibilities, qualifications, and salaries/benefits) of music librarians
To determine the extent to which their responsibilities relate solely to music librarianship
To compare the attributes listed most frequently in job advertisements with those attributes leading to the actual hiring of individual
To compare the list of attributes identified in job advertisements by: geographical area, highest degree offered by the institution, institutional control (private vs. public)

27. Evaluation Questions How much? How many? How economical? How prompt?
How accurate?
How responsive?
How well?
How valuable?
How reliable?
How courteous?
How satisfied?
Accountability and Effectiveness = How well?

28. Collections/ services Community served: customers Facilities
Others, as institution itself
Customers
Library
Collections/ services
Community served: customers
Facilities
Technology and its use

29. Collections/ services Community served: customers
Others, as institution itself
Customers
Library
Collections/ services
Community served: customers
Facilities
Technology and its use
Examples: How much? How many? How well?
How satisfied?