Theory and Practice of Case Study Methodology for Information Literacy Research

Maryam Nazari

PhD in Educational Informatics

[email protected]

Case Study for Information Literacy Research

Department of Information Studies, University of Sheffield

March 2010

Definitions of some terms

ODL- Online Distance LearningGIS- Geographic Information Science/ SystemsGI - Geospatial information IL- Information Literacy

Maryam Nazari, University of Sheffield

Outline

Approaches to research IL Case study researchA contextual study of IL in ODL GIS

programmesA little case study game


Approaches to research IL


From IL to context

From context to IL

Current studies of IL

Case study approach

Phenomenography-Context of people’s information world (Bruce, 1997)- Disciplinary context (Webber et al., 2005; Leckie and Fullerton, 1999; Wu and Kendall, 2006)-Constructive grounded approach - Workplace context (Lloyd’s (2006)

Broad methodological term: to describe, implement or examine IL in a specific project, program, place or, more broadly, in a specific situation (e.g. Hadengue, 2005; Pinto and Sa, 2007; Tan and Theng, 2006)

Importance of context


Concept and function of IL varies in different contexts

- Information world (Bruce, 1997) - Disciplines (Webber et al. 2005; Leckie

and Fullerton 1999; Wu and Kendall 2006) - Workplace (Lloyd, 2006) - Information society (Shapiro and Hughes,

1996)IL is supposed to prepare people for

lifelong learning in different eras and contexts

IL for problem-solving

Case study

“An empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident”.

(Yin 2003, 13)


Features of case studyStudy of phenomena in real-life contexts

e.g. on-going events and situations Use of multiple data sources and methods

of data collection Understanding of processes and

relationships in the ‘natural setting’ of the case

A strong methodology for generating or testing theories

(Eisenhardt 1989; Stake 1998; Yin 1994)


Types of case study


Design PurposeOrientatio

n

Single MultipleHolistic Embedd

ed

IntrinsicInstrument

alCollective

Descriptive

Explanatory

Exploratory

Designs of case study

CONTEXT

Case

CONTEXT

Case

Embedded unit of analysis 1 (EUA1)

Embedded unit of analysis 2 (EUA2)

CONTEXT

Case

CONTEXT

Case

CONTEXT

CONTEXT

Case

Case

CONTEXT

Case

CONTEXT

Case

CONTEXT

Case

CONTEXT

Case

EUA1

EUA2

EUA1

EUA2

EUA1

EUA2

EUA1

EUA2

Embedded

(multiple units of

analysis)

Holistic

(single-unit of

analysis)

Single-case designs Multiple-case designs

Basic types of designs for case studies(Yin 1994, 40 quoting COSMOS Corporation)


Models for doing case study

Yin’s model of case study methodology

Eisenhardt’s process of building theories from case study (1989)


Yin’s model

(Yin 2003, 50)


Eisenhardt’s process


A Contextual Study of Information Literacy:

an Eisenhardt’s approach


Introduction

Aim To develop a model of IL for ODL GIS

programmesRationale Lack of in-depth research on IL in ODL

environments Need for research IL in context and from the

point of view of people who experiencing it directly (e.g. while learning, teaching, problem-solving etc)

Methodology selection To address the questions To achieve the study aim

Embedded single case study


Step 1- Getting started


Question What does IL mean in ODL GIS

programmes?

Constructs Information Discipline Problem-solving


Originality


Step 2- Selecting cases

The case A partnership GIS Masters degree ODL

programme in the universities of Leeds, Southampton, and Pennsylvania State University

Suitability Theoretical – diversity and overlaps in

the modules Pragmatic – WUN awardDesign Single case Embedded (teaching and learning

experiences of GI/S) – 23 module


Step 3- Crafting instruments and protocols

Questions How has GI and GIS been perceived and

experienced in the ODL GIS programmes? What competencies are needed to a) analyse a

GIS problem; b) to find, evaluate and use GI and c) solve GIS problems?

Key informants and methods Interview (20 educators, 7 students),

questionnaire (12 students), students’ reflection (36 students)

Observation, document study


Triangulation

IL in ODL GIS

InterviewQuestionnair

eStudents’ reflectionDocument

study

Students

Programme directors

Educators

Interview transcriptions

Documents and field notesData from

questionnaires and students’ reflections

IL in ODL GIS

IL in ODL GIS

Methodology triangulation

Theory triangulation

Data triangulation


Contribution of the multiple sources and methods in uncovering the various contextual aspects of IL


Step 4- Entering the field

Access to the site – ethical issuesSheffield University – UK sitesPenn State – US site

Simultaneous data collection and analysisAdd or revise questions“further questions on the IL competencies e.g.

creating, manipulating, analysing and handling GI”

“what are the challenges and approaches to transferable learning in the ODL GIS programme?”

Add or revise tools“questionnaire, students’ reflection”


Flexible and opportunistic approach


Step 5- Data analysisWithin-unit analysis Write within-unit reportsExtract data on the conceptions of GI and GIS from

each source Wrote a report on the conceptions >> two

frameworks

Searching for across-units patterns – 32 reports

Ways of viewing and using GI and GISCompetencies needed to interact with, and use GI/SCompetencies needed to analyse and solve GIS

problemsChallenges and approaches to transferable learning

Final report


Searching for across-units patterns

Maryam Nazari, University of SheffieldMaryam Nazari, University of Sheffield

Across-units analysis- final report

Maryam Nazari, University of SheffieldMaryam Nazari, University of Sheffield

Step 7- Shaping hypothesis

Conceptions and characteristics of GIConceptions and characteristics of GISProcess of problem-solving geospatiallyNature of GIS education in the ODL GIS

programme



Observation and document study

Step 7- Enfolding literature


GIS education, curriculum design and approaches to the development of information literate GIS professionals

ODL and requirements for learning in this environment

Concepts of GI and GISIL literature and models (ACRL and SCONUL)IL literature with a focus on the adaptation

approaches to IL in e-environments

Step 8- Reaching closure

Constant comparison of the data with the emergent theory

Overlaps in the modules Replication in the findings Saturation in the early stages


Concluding points

IL is a contextually‐constructed phenomenon New perspectives on IL emerged from the disciplinary,

physical and educational contexts of the case The need for IL in ODL GIS programmes lies in the

challenging nature of GIS education and variation in the ways of viewing and using GIS by different people and in different situations. This requires approaches facilitating independent, connective, transferable and lifelong learning.

The final model of IL was designed to facilitate overcoming these challenges by enabling learners to:

- Develop their way of viewing/using GI/S when interacting with a problem and the GI/S conceptions;

- Identify their information/competency‐needs through questioning their knowledge‐base and value system;

- Adopt appropriate information behaviour to acquire their information/competency‐needs;

- Connect their learning experience with their real‐life experiences and update themselves.


Contributions


New directions in the contextual research and practice of IL;

The first research‐based model of IL in ODL/e‐environments;

Addition of knowledge to existing disciplinary studies of IL;

Delivery of approaches to answer the dilemma of GIS education; using MG/SIL.

… let’s have a go!


Think of the research project you have to do for this class and see how it would have to be redesigned to be a full case study:

The study aimThe population(s)The boundaries of the contextResearch question and constructs Unit(s) of analysis Data collection methods and toolsData analysis

References Bruce, C. (1997). Seven faces of information literacy. Adelaide: Auslib Press. Eisenhardt, K.M. (1989). "Building theories from case study research". The Academy of

Management Review, 14 (4), 532-550. Leckie, G.J. & Fullerton, A. (1999). "Information literacy in Science and Engineering

undergraduate education: faculty attitudes and pedagogical practices". College and Research Libraries, 60 (1), 9-29.

Lloyd, A. (2006). "Information literacy landscapes: an emerging picture". Journal of Documentation, 65 (5), 570–583.

Shapiro, J.J. & Hughes, S.K. (1996). "Information literacy as a liberal art". Educom Review 31 (2), http://www.educause.edu/pub/er/review/reviewarticles/31231.html (Accessed in 25 April 2006).

Stake, R.E. (1978). "The case study method in social inquiry". Educational Researcher, 7 (2), 5-8.

Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications. Stake, R.E. (1998). "Case studies". In: Denzin, N.K. & Lincoln, Y.S. (eds.), Strategies of

qualitative inquiry, pp. 86-109. London: Sage. Webber, S., Boon, S. & Johnston, B. (2005). "A comparison of UK academics' conceptions

of information literacy in two disciplines: English and Marketing ". Library and Information Research 30 (93), 4-15.

Wu, Y.D. & Kendall, S.L. (2006). "Teaching faculty’s perspectives on business information literacy". Reference Services Review, 34 (1), 86-96.

Yin, R.K. (1994). Case study research: design and methods (2nd ed.). London: Sage.Maryam Nazari, University of Sheffield