My research proposal consists of using quantitative usage data gathered since the beginning of the Covid pandemic via Workflows and Bluecloud, to assess the effectiveness of the Salt Lake Community College’s laptop lending program and identify any areas of weakness. As a culmination of our teachings, we were instructed to develop our own research proposal for an academic library-related subject complete with a research question, literature review, and complete methodology. This assignment is the final version of the Research Methods for Academic Libraries research proposal. However, researchers must word their inquiries carefully to reduce the chance of bias or misinterpretation on the part of the responder. While these methods rarely produce “cut and dry” results, they are more adept at capturing the subtleties and conflicts that can arise from human interactions. Qualitative Research Methods: data collection and syntheses methods that primarily use words, and can take the form of surveys, and interviews. It is generally considered “less biased” than qualitative research, however biases can still be introduced by the researcher when interpreting the data. Particularly useful in performing unobstructive research, as information can be gleaned from sources such as usage statistics and passive devices. Quantitative Research Methods: methods of data collection and synthesis that deal primarily with numbers. As such, getting such a broad view of research methods in my MLIS program was a breath of fresh air. The other difference that I found was the widespread acceptance of qualitative research methods, where in my undergraduate training qualitative methods were supposed to be avoided whenever possible due to being “unreliable”. In biology the need for the question is often either self-evident or repeat research is encouraged as it is a way of confirming results. Firstly, there is the emphasis on supporting literature, where one must prove that their research question has not already been answered. That being said, I have found research within the MLIS program to be very different from what I was previously used to. Due to the number of undergraduate research projects underneath my belt, sorting through supportive literature, calculating statistics, and constructing methodologies, I am very familiar with research as it pertains to the physical sciences. Research is one of the direct skills I have been able to directly transfer from by Bachelors in Biology, and for that I am immensely grateful. It is a truly exciting and dynamic time to be an information professional, and I believe through my learning and work in iSchool I have been fully prepared to continue my journey in this field.Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature. Therefore, intermixed with coursework, there are a number of pieces of evidence that are products from my work experiences. When I began the program, I had recently obtained a part-time position at a high school library, a role I have held throughout the entirety of my time in the iSchool. As I have focused my studies on special collections and archives, I attempt with each competency to relate how my understandings and skills will benefit me in this particular field of libraries. Writing each competency, I moved back and forth between the explanation and explaining my evidence, and always concluded my work by writing my conclusion. For the most part, I worked my way through each competency alphabetically, with a few exceptions as there were a handful of competencies I felt I needed a little more time to consider and flesh out my ideas. My first step when beginning this portfolio was to gather all of my coursework and related materials and organize by the competency I believed it met. Maintaining these resources over the last few years was instrumental in my being able to easily and successfully identify the work I had done to prove my learning of each competency. In addition, I also saved as much of my coursework, textbooks, and readings as possible, including syllabi where my professors often indicated how specific assignments could be used as evidence for this final project. With every course I completed in the program, I documented the competencies that would be fulfilled using the student success planner to help track that I was mastering each one. I began my educational journey with San Jose State University shortly after finishing my undergraduate degree in English Literature, a time in my life when I realized my love for libraries and my dreams to pursue a professional career in this field. This portfolio represents a culmination of my learning experiences throughout the iSchool MLIS program.
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