Theoretical Framework

Research basis

Theoretical Framework

What is the central concept(s) integral to the study? (look within and outside LIS)

Connecting the study to theory: basic research

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

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

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.

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

Examples

Information needs 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)

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

Logical Structure

Who, what, when, where, how…

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

Logical Structure (Components)

Addresses the questions of What (problem statement) Who Where When How (methods)

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

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

Fishbone DiagramDr. Kaoru Ishikawa

Problem Statement

PoliciesMaterials People

Process Technology

Who

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

When

The time frame of the studyData collectionLiterature reviewCorrecting for lapses

Sets deadlines Creates context

Where

Identify the environment Sets parameters

How

Methodologies How will data be collected What is appropriate?

User/Use Study

Use Students Simmons College When How

Use/Nonuse Study

LibraryUse NonUse

Add Variables

Students

HowWhere: one to many places

When: 1-many times

E-book Use

User (Search) Behavior Undergraduates

Where

When

How

variablesvariables

Objectives

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

Components of Objectives

To ____verb Object

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

Objectives

To “describe” To “relate:” “compare” or “contrast” (relating applies to basic, applied, and action research)

identifydefinedistinguish determine Depictetc.

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)

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?

Collections/ services

Community served: customers

Facilities

Technology and its use

Customers

Others, as i

nstitutio

n

itselfLi

brar

y

Collections/ services

Community served: customers

Facilities

Technology and its use

Library

Customers

Others, as in

stitutio

n itself

Examples: How much? How many? How well? How satisfied?