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Social and Behavioral Sciences Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
Diving Deep Into Dissertations: Analyzing Graduate Students’ Methodological And Data Practices To Inform Research Data Services And Subject Liaison Librarian Support, Mandy Swygart-Hobaugh M.L.S., Ph.D., Raeda Anderson, Denise George, Joel Glogowski
Diving Deep Into Dissertations: Analyzing Graduate Students’ Methodological And Data Practices To Inform Research Data Services And Subject Liaison Librarian Support, Mandy Swygart-Hobaugh M.L.S., Ph.D., Raeda Anderson, Denise George, Joel Glogowski
University Library Faculty Publications
We present findings from an exploratory quantitative content analysis case study of 156 doctoral dissertations from Georgia State University that investigates doctoral student researchers’ methodology practices (used quantitative, qualitative, or mixed methods) and data practices (used primary data, secondary data, or both). We discuss the implications of our findings for provision of data support services provided by the Georgia State University Library’s Research Data Services (RDS) Team and subject liaison librarians in the areas of instructional services, data software support and licensing advocacy, collection development, marketing/outreach, and professional development/expansion.
Examining Young Children's Information Practices And Experiences: A Child-Centered Methodological Approach, Sarah C. Barriage
Examining Young Children's Information Practices And Experiences: A Child-Centered Methodological Approach, Sarah C. Barriage
Information Science Faculty Publications
Researchers interested in children and youth's engagement with information have developed participatory, multi-method approaches of collecting and analyzing data directly with children and youth. However, examples of this approach in studies specifically focused on young children in library and information science are scarce. This article describes the methodological approach used in a study of 5- to 7-year-old children's information practices and experiences related to their individual interests. Drawing on conceptual frameworks from both library and information science and childhood studies, this study used multiple methods of data collection in understanding young children's own perspectives of their information activities. Namely, data …
Stories Of Open: Opening Peer Review Through Narrative Inquiry (Acrl Publications In Librarianship No. 76), Emily Ford
Stories Of Open: Opening Peer Review Through Narrative Inquiry (Acrl Publications In Librarianship No. 76), Emily Ford
Library Faculty Publications and Presentations
Peer review processes in scholarly publishing are often hidden behind layers of opacity, leaving authors—and even reviewers—with many questions about the process. Open peer review is one way to improve the practice. It can shorten the time between manuscript submission and publication, hold reviewers accountable for their work, make more apparent the hidden labor of reviewing and editing, allow for collaborative discourse between authors and reviewers, and more. Even with these benefits, open peer review is not widely accepted or understood. Few academic librarians have experienced it, and each implementation can be different; anything open is highly nuanced and contextual. …
From Story To Research: Storying Human Experience Narratives, Emily Ford
From Story To Research: Storying Human Experience Narratives, Emily Ford
Library Faculty Publications and Presentations
This presentation discusses the qualitative research methodology narrative inquiry. It then presents some of the background theory to Coralie McCormack's storying stories approach to narrative analysis of interview transcripts. Finally, the speaker uses examples from her own research using storying stories to reflect on the relationship that power has to the particular methodology and methods discussed in the presentation. This presentation was given as part of the 2021 Institute for Research Design in Librarianship's (IRDL) Speaker Series: Thinking Critically about Research and Power.