Writing a Research Article
Have you ever thought about doing research in a particular area of librarianship? It seems a bit daunting, a bit overwhelming. There are so many variables to consider. What do I want to research? Is there any published literature on this topic? Do I want to collaborate with colleagues? How will I design the study? How will I analyze the study data? Where will I publish the results?
As someone who loves structure and lists, here are some helpful tips to consider when designing and submitting a research article for publication:
- Select a topic that interests you, a topic related to your field of librarianship (e.g. technology, instruction, reference, cataloging, leadership).
- Consider collaborating with colleagues. They can bring insight and experience, especially to the novice researcher. But choose your team members carefully. Select colleagues with whom you have worked on a number of projects.
- Perform a literature search. This will not only identify the published information but will also help you detect gaps in the literature.
- Construct a hypothesis. Be specific.
- Decide where you would like to publish the results. If you’re unsure where to publish, ask colleagues about the most appropriate peer reviewed journals. Don’t forget to review journals impact factors.
- Work with a statistician. The statistician will review your hypothesis, study design, methodology, results, and conclusions. Statisticians are invaluable members of the research team.
- Design your study. The study can be qualitative in nature or quantitative. Review the different kinds of study designs and data collection methodologies. If you will be collecting data from individuals then you must contact your organizations institutional review board.
- Implement the study.
- Analyze the data. The statistician will identify statistically significant findings from the study.
- Write the article.
- Review the article.
- Submit the article for publication.
- Revise the article per reviewers’ recommendations. If your article is rejected consider submitting it to another journal.
While the process may seem formidable its rewards are great. As my grandmother used to say, “the hardest part is getting started.”
Understanding Our Students
Awareness and understanding of students’ motivations, attitudes, and engagement, as well their habits for class, research, and study are important and helpful elements in the toolkits of academic librarians. I am confident that librarians would agree on the notion that when we keep in mind the diverse facets of our students, we are better able to assist them. As we interact at the reference desk, in the library, in the classroom, on campus, and in cyberspace, the information and intuitions acquired from our personal experiences with students and from our professional training can further our effectiveness. National student surveys are yet another device at our disposal to enhance our efforts to help students.
This week, I was reviewing the NSSE (National Survey of Student Engagement) Annual Results 2011 survey, Fostering Student Engagement Campuswide—Annual Results 2011. The 2011 Survey results emphasize: “The central message is that providing opportunities, activities, and environments supportive of learning and student success is a concern that should permeate the campus” (p. 5). Academic libraries and librarians are an integral part of the students’ campus experience. 
For academic librarians, the 2011 NSSE results provide interesting data; for example:
- 15 hours per week is the average study time for seniors.
- 88% of freshmen and 86% of seniors indicated that they took “careful” class notes but only two-thirds of all students reviewed their notes frequently.
- 70% of the students indicated that they asked for assistance to understand the course material (p. 10).
To access detailed and specific statistical data quickly, the website also provides the Summary Tables and the NSSE Report Builder. The current Study’s online data variables include: gender, first generation, race/ethnicity, and distance-education status. Two variable criteria that I wish would have been included are the data variables of the non-traditional-age students and the traditional-age students. I frequently work with non-traditional students and am keenly aware that there are marked differences between them and traditional-age college students.
In the NSSE narrative report, I did notice a table of related interest, “Table 10: Percentage of Students Who Participated in High-Impact Practices by Institution and Student Characteristics” (p. 22). Within the table, under “Age,” two of the row categories are “under 24 years” and “24 years and older.” Two major column groupings are “First-Year Students” and “Seniors.” Not surprisingly, in every “High-Impact Practice” area, students 24 years and older indicated a lower percentage of participation in activities such as “learning community,” “service learning,” and “internship/practicum” (p. 22). No wonder—non-traditional college students usually have so much transpiring in their lives that their time and focus are understandably constrained.
Whatever aspects, activities, or variables we choose to use, I believe that if we keep in mind information such as the data collected from NSSE and other national surveys, academic
librarians will be better prepared to design our classroom/online instruction and handle reference desk inquiries. Even more importantly, knowledge and appreciation of student engagement, concerns, and behaviors can serve to better our personal interactions with students and contribute to the above-described NSSE concern that academic institutions need to provide a supportive learning environment for all students on our campuses.
2012 ACRL Spring Virtual Institute
The following post was submitted by Charlotte Myers. Charlotte is a recent graduate from the University of Pittsburgh School of Library & Information Science, and is a part-time Reference Librarian at Duquesne University with a background in business research.
ACRL has announced that this year’s Spring Virtual Institute will place a strong focus on the twin themes of collaboration and community involvement. The institute, Extending Reach, Proving Value: Collaborations Strengthen Communities aims to facilitate greater outreach to all library users by organizing all types of librarians around the collective cause of reaching out to their diverse constituencies. Harvard Law School’s Vice Dean for Library and Information Resources, John G. Palfrey Jr., will open the institute with a discussion on the Digital Public Library of America, a prime example of collaboration among stakeholders and libraries.
This year’s Spring Virtual Institute aligns well with PaLA’s PA Forward initiative, which, as many members are already aware, is a marketing and advocacy initiative that stresses the vital role that the library plays in working with Pennsylvanians to establish five essential information literacies. For those interested in furthering this message and enhancing their own community outreach, the Virtual Institute will surely be of interest.
The institute will be held April 18th & 19th. More information on registration and programs, including the webcast schedule and program descriptions, can be found on the ACRL website.
CALL FOR ARTICLES: “IT’S ACADEMIC” COLUMN OF THE PALA BULLETIN
Are you doing something new and innovative at your academic library? Have you recently researched a new and exciting trend in the academic library world? Are you looking for an opportunity to be published in the library literature?
If so, please consider submitting an article to the “It’s Academic” column of the PaLA Bulletin. This publication is indexed in the Library Information Science & Technology Abstracts (LISTA) database. Articles generally range in length from 1,000 to 2,000 words and should report on an issue that is relevant to academic librarians working in Pennsylvania.
Please send inquiry e-mails to the editor of the “It’s Academic!” column:–Larissa Gordon: gordonl@arcadia.edu (Arcadia University)
Connect and Communicate with Academic Librarians
The PaLA College & Research Divisions is exploring offering online programming by you, for you–the state’s academic librarians. Over the next few months we will explore offering professional development opportunities online, as well as using the virtual space for discussion, networking, and possibly even socializing. We hope the Connect and Communicate Series will:
- create a sense of community among the state’s academic librarians as a place to share what you’re doing at your library, learn from others, and network with those with similar interests
- provide more opportunities for professional development–both opportunities to present research and creative activities at your library and to learn from the expertise of others
- enhance the value of PaLA membership through programming, presentation opportunities, and access to program recordings through the PaLA website
This is still a work-in-progress, but we are starting to plan our first two programs to be offered in April, so check back here (https://crdpala.org/) for more information. And let us know what you would like to see… do you have suggestions for types of programs, program topics, or specific speakers you would like to hear? If so, please let us know in the comments or email Amy Deuink (ald120@psu.edu).
On behalf of the PaLA CRD Connect and Communicate Planning Committee (Amy Deuink, Tina Hertel, Val Lynn, and Ryan Sittler), we hope to see you “online”!
