Theoretical Framework

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Theoretical Framework

• Research basis

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Theoretical Framework

• What is the central concept(s) integral to the
  study? (look within and outside LIS)
• Connecting the study to theory basic research

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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

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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 doesnt 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

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• 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.

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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

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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 librarys value, Donald S.
  Elliott et al (ALA, 2007)

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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

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Logical Structure

• Who, what, when, where, how

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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

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Logical Structure (Components)

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

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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

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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 Whys
• Fishbone Diagram

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Fishbone Diagram Dr. Kaoru Ishikawa
Materials
People
Policies
Problem Statement
Process
Technology
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Who

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

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When

• The time frame of the study
• Data collection
• Literature review
• Correcting for lapses
• Sets deadlines
• Creates context

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Where

• Identify the environment
• Sets parameters

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How

• Methodologies
• How will data be collected
• What is appropriate?

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User/Use Study

• Use
• Students
• Simmons College
• When
• How

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Use/Nonuse Study
Where one to many places
How
When 1-many times
Library Use NonUse
Students
Add Variables
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E-book Use
Where
When
How
User (Search) Behavior
Undergraduates
variables
variables
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Objectives

• Indicate what was selected from the menu or
  logical structure

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Components of Objectives

• To ____verb

• Object

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• Basic to conceptualize
• Applied to test
• Action to describe

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Objectives

• To describe

• To relate compare or contrast (relating
  applies to basic, applied, and action research)

identify define distinguish determine
Depict etc.
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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)

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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?

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Others, as institution itself
Customers
Library
Collections/ services
Community served customers
Facilities
Technology and its use
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Others, as institution itself
Customers
Library
Collections/ services
Community served customers
Facilities
Technology and its use
Examples How much? How many? How well?
How satisfied?