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<!doctype html>
<html lang="en">
<head>
<meta charset="utf-8">
<title>Mixed Methods</title>
<meta name="description" content="A research presentation using reveal.js">
<meta name="author" content="Jacob Reed">
<meta name="apple-mobile-web-app-capable" content="yes">
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<body>
<div class="reveal">
<div class="slides">
<!-------------------------- slide -------------------------->
<section data-background="images/marriott_library_2.png" data-background-size="95%">
<h2>Qualitative, Quantitative, & Mixed-Methods Research in Libraries</h2>
<p>
<small>Created by:
<br>
<a href="mailto:alfred.mowdood@utah.edu">Alfred Mowdood</a> – Head of Faculty Services<br>
<a href="mailto:jacob.reed@utah.edu">Jacob Reed</a> – Application Developer<br>
<a href="lorelei.rutledge@utah.edu">Lorelei Rutledge</a> – Faculty Services Librarian
</small>
</p>
<aside class="notes" data-markdown>
* 1-14 Alfred
* 15-32 Jacob
* 33-end Lorelei
Hello, my name is Alfred Mowdood and these are my colleagues Jacob Reed and Lorelei Rutledge. Today, we are going to build on some of the information we presented in July to talk further about conducting and writing about research projects.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/lookupcenterback.jpg" data-background-size="75%">
<h2>Why Discuss Research Methods?</h2>
<ul class="color_list">
<li><span>Most graduates of library schools take an introductory
course in research methods</span></li>
<li><span>Library research has been criticized for lack of
methodological rigor</span></li>
<li><span>Clear research methods save time and money</span></li>
<li><span>Doing and publishing research is important for R1/PAC12 faculty</span></li>
</ul>
<aside class="notes" data-markdown>
*The most important question to answer at the beginning of any presentation is, of course, why we bother to discuss the topic at all.* There are a few different reasons why we think that discussing research methods is helpful. Many librarians take only one research methods course in library school. Also, library research has been criticized both by librarians and other scholars for its lack of methodological rigor. Although many of us gather data and do work worth publishing, we may struggle to publish. So, talking about how to plan research projects and then write about them is important for all of us.
</aside>
</section>
<!-------------------------- vertical -------------------------->
<section>
<!-------------------------- slide -------------------------->
<section>
<h2>Nine Phases of Research Project Management</h2>
<ul style="list-style-type:none;">
<li><strong style="color:#aa0000">Phase 1</strong>: Determine the Research Question(s)</li>
<li><strong style="color:#aa0000">Phase 2</strong>: Choose Your Methodology</li>
<li><strong style="color:#aa0000">Phase 3</strong>: Assess Resources</li>
<li><strong style="color:#aa0000">Phase 4</strong>: Create Assessment Tools</li>
<li><strong style="color:#aa0000">Phase 5</strong>: Obtain IRB Approval</li>
<li><strong style="color:#aa0000">Phase 6</strong>: Launch the Assessment</li>
<li><strong style="color:#aa0000">Phase 7</strong>: Interpret the Results</li>
<li><strong style="color:#aa0000">Phase 8</strong>: Share the Results</li>
<li><strong style="color:#aa0000">Phase 9</strong>: Evaluation and Follow-Up</li>
</ul>
<aside class="notes" data-markdown>
In the next piece of this presentation, we will discuss nine phases of managing a research project.
These phases are:
* Phase 1: Determining the Research Question(s)
* Phase 2: Choosing Your Methodology
* Phase 3: Assessing Resources
* Phase 4: Creating Assessment Tools
* Phase 5: IRB Approval
* Phase 6: Launching the Assessment
* Phase 7: Interpreting the Results
* Phase 8: Sharing the Results
* Phase 9: Evaluation and Follow-Up
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/nine_phases.png" data-background-size="55%">
</section>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3><strong style="color:#aa0000">Phase 1</strong>: Determine Research Question(s):</h3>
<ul style="list-style-type:none; padding:0; margin:0;">
<li>Is your research topic – <span style="color:#aa0000">FINER</span>!?</li>
<ul class="color_list">
<li><span><u style="color:#aa0000">F</u>easible</span></li>
<li><span><u style="color:#aa0000">I</u>nteresting</span></li>
<li><span><u style="color:#aa0000">N</u>ovel/<u style="color:#aa0000">N</u>ew</span></li>
<li><span><u style="color:#aa0000">E</u>thical</span></li>
<li><span><u style="color:#aa0000">R</u>elevant (to your audience)</span></li>
</ul>
</ul>
<img style="border: none; float:right;" width="350" src="images/katie/finer.jpg" alt="">
<aside class="notes" data-markdown>
The first step of planning a project is to think through the research question you would like to ask.
To refine your question, you will need to think about what data you already have, if any, and what kind of data you would need to answer the question. For example, when we were initially planning the project to evaluate the Family Reading Room, we thought that we would learn most of what we needed to know by looking at the quantitative data we were collecting by having our patrons swipe into the room.
However, when we looked at this data, we noticed a large percentage of the people accessing the FRR were library staff and faculty. In many ways, this makes sense. The area is an attempt to reach out to non-traditional students who may have had a hard time using library resources or felt that the library was a place in which they would have a hard time bringing their children. Our library has always tried to be welcoming to people with children, but we hadn’t previously put a lot of direct effort into building infrastructure or services to specifically meet their needs.
So, once we noticed that the room appeared to be being used by a smaller pool of patrons, we decided we needed to gather more qualitative data about how they were using the area.
Specifically, we decided we’d like to know:
More about our patrons’ primary reasons for using the space
What they like about it, and what they would change.
Our hope was that this would help us discover what was working and what would make this area more useful to patrons. [REMIND PEOPLE TO LOOK AT HANDOUT]
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/questionleftback.jpg" data-state="img-right" data-background-size="55%">
<h3><strong style="color:#aa0000">Phase 1</strong>: Determine Research Question(s)</h3>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>What did we want to know?</u></li>
<ul class="color_list">
<li><span>What do our patrons think of the FRR?</span></li>
<li><span>How are patrons using this space?</span></li>
<li><span>Has the FRR changed the way patrons use our services?</span></li>
<li><span>What are we doing well?</span></li>
<li><span>What could we do differently?</span></li>
</ul>
<li><u>What did we already know?</u></li>
<ul class="color_list">
<li><span>Library and FRR door count</span></li>
<li><span>Some student demographic info</span></li>
</ul>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/cat_dog_back.png" data-background-size="99%">
<h3><strong style="color:#aa0000">Phase 1</strong>: Determining the Research Question</h3>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Your research question will determine the kind of methods you use:</u></li>
<ul class="color_list">
<li><span>Are library staff cat people or not?</span></li>
<li><span>“I want to know whether more library staff own cats than dogs”</span></li>
<li><span>“I want to know whether library staff think that cats are inherently better than dogs.”</span></li>
</ul>
</ul>
<aside class="notes" data-markdown>
The first step of the process of planning a project is to think through the research question you would like to ask. This should determine the kind of research methodology you use. For example, take the age old question of whether or not all library staff are cat people by virtue of their profession. There are a few ways we could approach this question by breaking it down in to our subquestions.
For instance, if we want to know whether more library staff own more cats than dogs, we could do a quantitative survey
If we wanted to know whether a sample of library staff think cats are better than dogs, we would be better off conducting interviews or focus groups and analyzing that data qualitatively for themes or trends.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/marriott_library_3.png">
<h3><strong style="color:#aa0000">Phase 2</strong>: Choose Your Methodology</h3>
<ul class="color_list">
<li><span>What is qualitative research?</span></li>
<li><span>What is quantitative research?</span></li>
<li><span>What is mixed methods research?</span></li>
<li><span>How can I plan a project using different methods?</span></li>
<li><span>What methods should I consider?</span></li>
</ul>
<aside class="notes" data-markdown>
The next step is to think about what kind of information you need to know to answer your research question which can help you choose your research methodology Today, we are going to talk a lot about qualitative research, quantitative research and mixed methods research and how to plan a project using different methods and/or combining methods. We will provide tips about using specific methods, surveys. We also plan to leave time at the end for you to discuss your own experiences with different research methods.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/twohandsquantqualback.jpg">
<!--<section>-->
<h3>Quantitative & Qualitative Data</h3>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Quantitative data asks what questions:</u></li>
<ul class="color_list">
<li><span>How many?</span></li>
<li><span>What kind?</span></li>
</ul>
<li><u>Qualitative data asks how questions:</u></li>
<ul class="color_list">
<li><span>How do you feel?</span></li>
<li><span>What is your perception?</span></li>
</ul>
</ul>
<!--<img style="border:0;" align="right" width="400" src="images/katie/twohandsquantqual.jpg" alt="Two hands holding up the words qualitative and quantitative">-->
<aside class="notes" data-markdown>
There are two kinds of data that we tend to collect: quantitative and qualitative. **Quantitative** data asks questions like what kind or how many of something have been observed or collected.
How many children do people who use the Family Reading Room typically have? is an example. This kind of question usually leads to generating numbers-based data
**Qualitative** data comes from when we ask questions about how people feel or perceive the world around them. Questions like “what do you like about the family Reading Room and What do you dislike about the Family Reading Room” are good examples. The data in this case is usually quotes or descriptions from the people who answer the question.
The research questions one asks determines the kind of data one needs to answer the questions, and knowing the kinds of data we need then determines the methods we use to collect it.
These two different ways kinds of data and research methodologies stem from two different ways of looking at the world: positivism and constructivism
Positivism suggests that the natural world exists a priori, or on its own. According to this view, the best way to understand the world is to observe it and conduct experiments to understand how things work. This is the kind of logic underlying much of what we would call scientific experimentation, scientific method, or empiricism: By conducting research, we prove or disprove our educated guesses about the natural world, gradually refining our understanding of it
The other side is constructivism. Constructivists suggest that we learn about the world by studying how we and the people that we are observing act and behave in day to day life in the real world, outside of a lab. The other side says that this stuff can be interpreted or made meaningful by our interaction with this stuff.
In recent years, other forms of inquiry are appearing in the social sciences ranging from critical (feminism & race) theories, constructivist (interpretive), and participatory (post-modern). (Lincoln, Lynham, Guba, 2011, p. 97
Major texts about these forms of inquiry have been updated in recent years and are included in our references.
Mixed methods straddles these two forms of inquiry by seeking to get both quantitative and qualitative data to answer questions
</aside>
</section>
<!-------------------------- slide -------------------------->
<!--<section data-background="images/dollar_bill_back.jpg">-->
<section>
<h3><strong style="color:#aa0000">Phase 3</strong>: Assess Resources</h3>
<ul style="font-size:70%" class="color_list">
<li><span>How many people will you have who can devote time to the project?</span></li>
<li><span>Who in your group has expertise in research methods?</span></li>
<li><span>Who in your group will analyze the data?</span></li>
<li><span>How soon do you need an answer to the research question?</span></li>
<li><span>Do you have money to promote the research or offer incentives?</span></li>
<li><span>Do you have access to your target audiences?</span></li>
</ul>
<img style="border:0; margin-top: -30px" align="right" width="250" src="images/katie/dollaholla.jpg" alt="Blonde woman holding dollar bill">
<aside class="notes" data-markdown>
The next step to think about are the resources that you have available, especially resources in terms of time, money, and staff. You will also want to think about whether or not you have easy access to your target audience and how you plan to get it. Lots of research projects fail because a target audience is not possible. For instance, the project we focused on, the family reading room, required that we have access to students who used the room. Since we knew that we wanted to assess the success of the Family Reading Room, we installed a card reader on the room so that we could track the IDs of the folks who used it so that we could ask them for feedback later.
This slide suggests some questions you may want to consider as you assess your resources:
How many people will your group have who can devote time to the project?
**Who in your group has expertise in research methods? Are you going to get outside help from people who have expertise in research methods?**
**How are your going to deal with the interpersonal dynamics in your group? Who is going to be the glue? the cheerleader, the organizer, etc.**
**Who in your group will analyze the data?**
How soon do you need an answer to the research question? (our project has taken over a year)
Do you have money to promote the research or offer incentives?
Do you have access to your target audiences?
</aside>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3><strong style="color:#aa0000">Phase 4</strong>: Creating Assessment Tools</h3>
<ul class="color_list">
<li><span>Create your survey questions, or interview or focus group script</span></li>
<li><span>Create your survey questions, or interview or focus group script</span></li>
<li><span>Make sure that the data can answer the question</span></li>
</ul>
<aside class="notes" data-markdown>
The next step is to plan the questions that you will use and make sure that the responses you receive will actually answer the questions that you wish to answer. For instance, our second survey question about the Family Reading Room asked whether or not the respondents’ use of the Family Reading Room changed the way they use library services. Without additional information, this question is not very useful: of course using a new service—the room—changed how they used the library. But, asking for qualitative follow up, we were able to elicit and get information about exactly how their use of the library had changed beyond just using the room.
Another way to jumpstart the process of creating your research tools is to look for other articles that answer similar questions. You can look at their methods sections to see what kind of questions they asked and use those questions to inform your own survey. My shortcut is to look at dissertations, which often have detailed methodology sections and appendices that include actual surveys. You can also look at published test instruments for ideas. (if you have questions about finding free test instruments, the U of Utah Marriott Library has a great guide about how to do it and we are happy to help you).
Once you have developed your questions, you should test those questions on an audience, or a willing victim. This is a good way to make sure that your potential audiences understand what you are trying to ask. For instance, one oft cited example is a researcher who asked children the following question “ A dog had five puppies. How many puppies does she have now?” Most adults might say five, but to a child, the answer might be zero—she had five puppies before, but she has no puppies now. To get good information, one needs to creates question that participants can answer.
Once you go through this process, you can revise as needed to make sure that your methods will provide you with the kind of data you need to answer your question. If not, be ready to revise.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/twohandsquantqualback.jpg">
<h3>Quantitative & Qualitative Methods</h3>
<ul class="color_list">
<li><span>Experiments</span></li>
<li><span>Surveys</span></li>
<li><span>Numerical modeling</span></li>
</ul>
<ul class="color_list">
<li><span>Interviews</span></li>
<li><span>Focus groups</span></li>
<li><span>Ethnographic observations</span></li>
</ul>
<aside class="notes" data-markdown>
Much of our presentation is going to discuss planning research projects using surveys, since that it what people seem to use the most. Donna and Amy will be doing a presentation specifically about focus groups and data coding techniques that you should attend if you are interested in qualitative research. However, we just want to note that there are lots of different quantitative and qualitative methods, such as experiments, observations, surveys, and modeling, or interviews, focus groups, and ethnographic observation
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/focus_group_back.png">
<h2>What are Focus Groups?</h2>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Semi-structured conversations that involve:</u></li>
<ul class="color_list">
<li><span>6-10 participants</span></li>
<li><span>Moderator/Note taker or recorder</span></li>
</ul><br>
<li><u>Purpose:</u></li>
<ul class="color_list">
<li><span>Derive themes from the data that illustrate answers to research questions</span></li>
<li><span>Explicate or enrich quantitative data</span></li>
</ul>
<aside class="notes" data-markdown>
Another common method for gathering qualitative research is by using focus groups. Focus groups are structured groups of participants who are guided by a moderator to discuss topics of interest to the researchers. The goal of these structured group interviews is to derive themes from the data that illustrate answers to research questions. These results can both add to quantitative data and provide information about attitudes.
</aside>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/focus_group_back.png">
<h2>Best Times to Use Focus Groups</h2>
<ul class="color_list">
<li><span>Gain understanding about a topic</span></li>
<li><span>Test prototypes or samples</span></li>
<li><span>Evaluate program success<sup style="font-size:50%;">(Kreuger and Casey, 2000, p. 15)</sup></span></li>
<br>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><span><u>Focus groups work well to:</u></span></li>
</ul>
<ul class="color_list">
<li><span>Gather a lot of rich data in a short amount of time</span></li>
<li><span>Understand a range of experiences and perspectives about a topic</span></li>
<li><span>Learn more about the hidden factors underlying opinions<sup style="font-size:50%;">(Kreuger and Casey, 2000, p. 24)</sup></span></li>
</ul>
</ul>
<aside class="notes" data-markdown>
There are pros and cons to using focus groups. The pros are that it allows you to collect a lot of detailed data about attitudes and feelings in a short time. It also allows researchers to get a sense of varying attitudes in a group through comparing how the groups talk. The downsides are that it often takes some work.
</aside>
</section>
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<section>
<h3>Gathering Data During Focus Groups</h3>
<ul style="list-style-type:none; padding:0; margin:0; font-size: 85%;">
<li><u>Data Gathering Strategies:</u></li>
<ul class="color_list">
<li><span>Memos: descriptions created by researcher during observation</span></li>
<li><span>Recordings or transcripts of conversations</span></li>
<li><span>Flip charts or other recorded notes from groups</span></li>
</ul>
</ul>
<img style="border:0;" align="right" width="400" src="images/katie/whiteboard.jpg" alt="Two hands holding up the words qualitative and quantitative">
<aside class="notes" data-markdown>
During the focus groups, there are a few options for gathering data. People that regularly conduct focus groups often have access to tools to record focus groups, and to tools that enable them to transcribe all of the data. In many cases, such as at our library, these tools are too expensive, so we rely on other tools, such as having notetakers at each session that create memos, detailed descriptions of their observations. These memos and notes then become the data that you can use to develop themes that answer your questions.
</aside>
</section>
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<section>
<h2>Analyzing Focus Group Data</h2>
<ul class="color_list">
<li><span>Codes: names for categories of data<sup style="font-size:50%;">(Melllon, 1990, p. 74)</sup></span></li>
<li><span>Coding may be done by hand or using software</span></li>
</ul>
<br>
<img style="border:0;" align="right" height="300" src="images/katie/postits.jpg" alt="">
<aside class="notes" data-markdown>
To develop these themes, we can begin by coding data. The codes are single words or phrases that we use to describe what is happening in each response. Here is a handout that describes some of our process for doing that.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section>
<h2>Example Codebook</h2>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><span style="color:#aa0000;">A. </span> Time</li>
<ul style="border-bottom: 1px solid #aa0000; margin-bottom: 15px" class="color_list">
<li><span>Work time: I work or study while my child studies or plays or I have more time to work or study</span></li>
<li><span>Family Time: I have more time with my partner, child, or other family members</span></li>
</ul>
<li><span style="color:#aa0000;">B. </span> Money</li>
<ul class="color_list">
<li><span>Alternative to paid childcare or available when childcare is closed</span></li>
<li><span>Alternative to nonpaid child care</span></li>
<li><span>Able to use library books and materials more, both juvenile and reserve</span></li>
</ul>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section>
<h2>Pros and Cons of Focus groups</h2>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Pros</u></li>
<ul class="color_list">
<li><span>Detailed data</span></li>
<li><span>Lots of data in a short time</span></li>
<li><span>Social comparison</span></li>
</ul>
</ul>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Cons</u></li>
<ul class="color_list">
<li><span>Time-consuming</span></li>
<li><span>Requires skilled moderator</span></li>
<li><span>Difficult to find participants</span></li>
</ul>
</ul>
<aside class="notes" data-markdown>
The final part of this process is to think about how you plan to follow up on the research. For example, you may want to think about repeating the research later so that you can follow up. You may also want to think about other research questions that you might like to follow up on later.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/questionright.jpg">
<h1 style="position:relative; bottom:-250px; color:#aa0000; text-shadow: 3px 3px #222222">Questions?</h1>
<aside class="notes" data-markdown>
Now we would like to take a moment to check in and answer any questions you might have so far.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/sneakinback.jpg">
<h2>Working with Campus Partners</h2>
<ul class="color_list">
<li><span>Required IRB approval in order to be used for official research</span></li>
<li><span>U of U Student Affairs has Baseline by Campus Labs</span></li>
<ul>
<li><span>Easy to set up questions and deploy to patrons</span></li>
<li><span>Provided those taking the survey with a unique survey invite (IRB)</span></li>
<li><span>Built-in tools for analyzing and interpreting data</span></li>
<li><span>Provided expertise on how to advertise</span></li>
</ul>
</ul>
<aside class="notes" data-markdown>
In order to get our survey off the ground, we worked with a lot of campus partners. When we assessed our resources during Phase 3, we realized that we could work with Student Affairs to help promote our survey.
One of first partners was the Institutional Review Board (IRB) who is responsible protecting research participants from undo harm. In a different organization this may be the responsibility of the board of trustees, administration, or general council. In our case, we received an IRB exception–which meant that the IRB chose not to do a full review. They considered the likelihood of harm to participants to be low and the results of our study will primarily be used for internal quality control, but board approval is required in order to publish our results.
Next, we did a lot of informal research about the logistics of how surveys are generally conducted–in general and on our campus–and discovered that our Student Affairs department had a lot of expertise in this area. They had a system in place for conducting surveys and had trained staff who understood both IRB requirements and surveys in general.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section>
<h2>Interdepartmental Collaboration: Lessons Learned</h2>
<ul class="color_list">
<li><span>More overhead communicating and managing</span></li>
<li><span>Communication to survey recipients went through several editors</span></li>
<li><span>Working through official channels took time and work</span></li>
<li><span>Effective collaboration was key</span></li>
</ul>
<aside class="notes" data-markdown>
Having additional partners does take work and communication. When we worked with Student Affairs even minor changes to the survey or the survey invitation went through between three and five. Having more eyes on any changes helps to ensure quality, but it is time intensive.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/transcribeback.jpg" data-state="img-right" data-background-size="75%">
<h2>Survey Systems</h2>
<ul style="font-size:85%;" class="color_list">
<li><a href="https://www.campuslabs.com/products/baseline/" target="_blank">Campus Labs Baseline</a></li>
<li><a href="https://www.surveymonkey.com/" target="_blank">Survey Monkey</a></li>
<li><a href="http://www.google.com/forms/about/" target="_blank">Google Forms</a></li>
<li><a href="http://www.typeform.com/" target="_blank">Typeform</a></li>
<li><a href="https://www.clientheartbeat.com/" target="_blank">Client Heartbeat</a></li>
<li><a href="https://www.zoho.com/survey/" target="_blank">Zoho Survey</a></li>
<li><a href="https://surveyplanet.com/" target="_blank">Survey Planet</a></li>
<li><a href="http://get.qualtrics.com/about/" target="_blank">Qualtrics</a></li>
<li><a href="http://www.w3schools.com/html/html_forms.asp" target="_blank">In-house/html</a></li>
</ul>
<p style="font-size:60%; max-width: 500px; text-align:left; margin-top: 20px;">
<small>Marrs, M. (2014, November 4). 7 Best Survey Tools.<br>Retrieved July 21, 2015, from<br>http://www.wordstream.com/blog/ws/2014/11/10/best-online-survey-tools</small>
</p>
<aside class="notes" data-markdown>
Most of these options off some basic services for free. Limitations usually revolve around the amount of questions you are allowed to ask, the amount of respondents who can take your survey, data evaluation tools, etc.
Survey Monkey:
Free Option: 10 questions, 100 respondents, 15 question types, some theme customization, **NO WAY TO EXPORT DATA**
Google Forms:
Free Only: ∞ surveys, ∞ questions, ∞ respondents, data automatically exported to Google Spreadsheet, many theme options and lots of customization, skip logic and branching, **survey can be embedded into emails or websites**
Typeform:
Free Option (CORE): ∞ questions, basic data export and reporting, some theme customization, data piping, **NO SKIP LOGIC**
Client Heartbeat:
**NO FREE OPTION**, relatively expensive, focuses on long-term customer satisfaction surveys.
Zoho Survey:
Free Option: ∞ surveys, up to 15 questions per survey, up to 150 respondents per survey, **NO EXPORT, NO PIPING, NO CUSTOMIZATION, NO SKIP**
Paid option has a lot more features but is relatively expensive
Survey Planet
Free Option: ∞ surveys, questions, and respondents, some theming, can embed survey in other pages, **NO EXPORTING**
</aside>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3><strong style="color:#aa0000">Phase 5</strong>: IRB approval</h3>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>The Institutional Review Board (IRB) is responsible for protecting human participants of university research:</u></li>
<ul class="color_list">
<li><span>Minimized, reasonable risks</span></li>
<li><span>Informed consent is given and documented</span></li>
<li><span>Equitable selection of participants</span></li>
<li><span>Privacy is honored and safety is protected</span></li>
<li><span>Vulnerable populations are protected</span></li>
</ul>
</ul>
<aside class="notes" data-markdown>
Background:
1974: the National Research Act created the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research
1979: Belmont Report written, summarizing key ethical principles.
</aside>
</section>
<!-------------------------- slide -------------------------->
<section>
<h2>IRB Exemptions</h2>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Research Involving:</u></li>
<ul style="font-size:85%;" class="color_list">
<li><span>Normal educational practices</span></li>
<li><span>Survey procedures, interview procedures, or observation of public behavior, provided that any disclosure of identifiable information outside the research setting would not place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, or reputation.</span></li>
<li><span>The collection or study of existing data (collected prior to the research for purposes other than the research) if the data are publicly available or recorded by the researcher in such a manner that the subjects cannot be identified.</span></li>
</ul>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section>
<h2>to Prepare for IRB</h2>
<ol style="font-size:75%;" class="color_list">
<li><span>Complete Collaborative Institutional Training Initiative (CITI) Program online</span></li>
<li><span>Review the ERICA IRB tutorial for New Study applications: <a href="http://irb.utah.edu/_pdf/New%20Study%20Application%20Tutorial%202013.pdf">http://irb.utah.edu/_pdf/New%20Study%20Application%20Tutorial%202013.pdf</a></span></li>
<li><span>You will need to provide a title, potential outcomes of your study, and background on your methodologies</span></li>
<li><span>If you indicate that your research is program evaluation, surveillance activities, quality improvement, case report, deidentified data analysis or secondary analysis of a public dataset, you fill out a shorter version of the application</span></li>
<li><span>Submit your study and wait for an exemption notice or for further information from IRB</span></li>
</ol>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/planCback.jpg">
<h3><strong style="color:#aa0000">Phase 6</strong>: Launch the Assessment</h3>
<ul class="color_list">
<li><span>Each stage requires adequate time</span></li>
<li><span>You may need to send out multiple calls for participation</span></li>
<li><span>Mixed-methods analysis may take longer to conduct</span></li>
<li><span>Designate a person to respond to email or phone queries about participation</span></li>
<li><span>Have a backup plan</span></li>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/databattleback.jpg" data-background-size="70%">
<h3><strong style="color:#aa0000">Phase 7</strong>: Interpret the Results</h3>
<ul style="list-style-type:none; padding:0; margin:0;">
<li><u>Qualitative coding can be done using:</u></li>
<ul class="color_list">
<li><span>Online tools like ATLAS.ti or NVIVO</span></li>
<li><span>Excel</span></li>
<li><span>Pencil & paper</span></li>
</ul>
<br>
<li><u>Quantitative Coding can be done using:</u></li>
<ul class="color_list">
<li><span>Survey monkey or other survey tools</span></li>
<li><span>Excel</span></li>
<li><span>Pencil & paper</span></li>
</ul>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3><strong style="color:#aa0000">Phase 8</strong>: Sharing the Research</h3>
<ul class="color_list">
<li><span>Research reports</span></li>
<li><span>Scholarly articles</span></li>
<li><span>Symposia</span></li>
<li><span>Posters</span></li>
<li><span>Websites</span></li>
<li><span>Informal conversations</span></li>
</ul>
<img style="border:0;" align="right" width="400" src="images/family_reading_room_ad.png" alt="Family Reading Room">
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/scrabble_back.png">
<h3><strong style="color:#aa0000">Phase 9</strong>: Manage the Data/Follow-Up:</h3>
<ul class="color_list">
<li><span>In what format will you store the data?</span></li>
<li><span>Who will have access to the data?</span></li>
<li><span>Will you repeat the study again in the future?</span></li>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section data-background="images/katie/questionfrontback.jpg">
<h1 style="position:relative; bottom:225px; color:#222222; text-shadow: 3px 3px #aa0000">Questions?</h1>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3>References</h3>
<ul style="font-size:50%; max-width: 800px" class="color_list">
<li><span> Agriculture And Stock Department, Publicity Branch. (1951) Public Instruction Activities at the Teachers' Training College, the College Council [Photograph] Queensland State Archives. Retrieved from http://commons.wikimedia.org/wiki/File%3AQueensland_State_Archives<br>_1615_Public_Instruction_Activities_at_the_Teachers_Training_College_the_College_Council_April_1951.png</span></li>
<li><span>Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library And Information Practice, 7(1), 82-95. Retrieved from http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/12373</span></li>
<li><span>Carroll, A. T. (2010). The ca.1950 Omega pocket watch is of stem-wind, stem-set movement. [Photograph]. Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Pocket_watch#/media/File:Omega_pocket_watch.jpg</span></li>
<li><span>Cawpwoa (2012) December 2012 in Wan Chai Police Station, Wan Chai, Hong Kong [Image]. Wikimedia Commons. Retrieved from https://commons.wikimedia.org/wiki/File%3AHK_123_Gloucester_Road_%E8%88%8A%E7%81%A3%E4<br>%BB%94%E8%AD%A6%E7%BD%B2_Old_Wan_Chai_Police_Station_interior_Post-it_notes_Corridor_Dec-2012.JPG</span></li>
<li><span>Connaway, L., & Powell, Ronald R. (2010). Basic research methods for librarians (5th ed., Library and information science text series). Santa Barbara, Calif.: Libraries Unlimited.</span></li>
</ul>
</section>
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<section>
<h3>References</h3>
<ul style="font-size:50%; max-width: 800px" class="color_list">
<li><span>Creswell J.W., Klassen, A.C., Plano Clark, V.L., & Smith, K.C. (2011, August). Best practices for mixed methods research in the health sciences. Bethesda, MD: National Institutes of Health. Retrieved from http://obssr.od.nih.gov/mixed_methods_research</span></li>
<li><span>Creswell J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.</span></li>
<li><span>Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage.</span></li>
<li><span>Denzin, N.K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research (4th ed.). Los Angeles, CA: Sage.</span></li>
<li><span>Dilmen, Nevitt. (2012). Qualitative v. quantitative [Image]. Wikimedia Commons. Retrieved from http://upload.wikimedia.org/wikipedia/commons/c/cb/Qualitative_vs_quantitative.gif</span></li>
<li><span>Dougherty, R. M. (1991). “Kids who read succeed” and the academic librarian. College & Research Libraries, 52(3), 155-156.</span></li>
<li><span>Gingery, T. (2009, December 3). Survey Research Definitions: Guttman Scaling. Retrieved July 17, 2015, from http://survey.cvent.com/blog/market-research-design-tips-2/survey-research-definitions-guttman-scaling</span></li>
<li><span>Kreuger, R. A. & Casey, M. A. (2000) Focus groups (3rd ed.). Thousand Oaks, CA: Sage.</span></li>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3>References</h3>
<ul style="font-size:50%; max-width: 800px" class="color_list">
<li><span>Hiller, S. and Oakleaf, M. (2014, August). Building assessment capacities in libraries. Workshop presented at the Library Assessment Conference, Seattle, WA.</span></li>
<li><span>Jick, T.J. (1979). Mixing quantitative and qualitative methods triangulation in action. Administrative Sciences Quarterly, 24, 602-611. http://www.jstor.org/stable/2392366</span></li>
<li><span>Johnson, R. B., Onwuegbuzie, A. J. & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. doi:10.1177/1558689806298224</span></li>
<li><span>Justgrimes. (Sept. 23, 2012). Data (Scrabble). [Photograph] flickr. Retrieved from http://bit.ly/1HljSVJ</span></li>
<li><span>Kurz, R. F.(2012). Searching for mirrors: An exploration of racial diversity in South Carolina's public library youth collections (Doctoral dissertation). Retrieved from http://scholarcommons.sc.edu/etd/1520</span></li>
<li><span>Lee, S. W. (2011). An exploratory case study of library anxiety and basic skills english students in a California community college district. Retrieved from ProQuest Dissertations & Theses Global (3472626).</span></li>
<li><span>Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology, 140, 1–55</span></li>
<li><span>Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In Denzin, N.K., & Lincoln, Y. S. (Eds.). The Sage handbook of qualitative research (4th ed.), (pp. 97-128). Los Angeles, CA: Sage.</span></li>
</ul>
</section>
<!-------------------------- slide -------------------------->
<section>
<h3>References</h3>
<ul style="font-size:50%; max-width: 800px" class="color_list">
<li><span>Luxamart. (Dec. 25, 2007) 3D Bar Graph Meeting.jpg [Image]. Wikimedia Commons. Retrieved from http://commons.wikimedia.org/wiki/File:3D_Bar_Graph_Meeting.jpg</span></li>
<li><span>Marrs, M. (2014, November 4). 7 Best Survey Tools. Retrieved July 21, 2015, from http://www.wordstream.com/blog/ws/2014/11/10/best-online-survey-tools</span></li>
<li><span>McLeod, S. (2008). Likert Scale. Retrieved July 13, 2015, from http://www.simplypsychology.org/likert-scale.html</span></li>
<li><span>Mellon, C. A. (1990). Naturalistic inquiry for library science. New York: Greenwood Press.</span></li>
<li><span>Newton, R. R., & Rudestam, K.J. (2013). Your statistical consultant: Answers to your data analysis questions (2nd ed.). Los Angeles, CA: Sage.</span></li>
<li><span>Ranking Question. (n.d.). Retrieved July 18, 2015, from http://help.surveymonkey.com/articles/en_US/kb/How-do-I-create-a-Ranking-type-question</span></li>
<li><span>Snyder, B. and Ellingson, K. (2015). Student dynamics at the University of Utah. [Powerpoint Slides].</span></li>
<li><span>Teamkynce. (March 1, 2011). Paid-surveys.jpg. Wikimedia Commons. http://commons.wikimedia.org/wiki/File:Paid-surveys.jpg</span></li>
<li><span>Trochim, W. M., Donnelly, J.P., & Arora, K. (2016). Research methods: The essential knowledge base (2nd ed.). Boston, MA: Cengage Learning.</span></li>
</ul>
</section>
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<section>
<h3>References</h3>
<ul style="font-size:50%; max-width: 800px" class="color_list">
<li><span>Trochim, W. (2006, October 20). Types Of Questions. Retrieved July 18, 2015, from http://www.socialresearchmethods.net/kb/questype.php</span></li>
<li><span>Wildemuth, B. M. (2009). Applications of social research methods to questions in information and library science. Westport, CT: Libraries Unlimited.</span></li>
<li><span>Wong, S. H., & Cmor, D. (2011). Measuring Association between Library Instruction and Graduation GPA. College Research Libraries 72(5), 464–473.</span></li>
<li><span>Ziegenfuss, D.H. & Lawler, P.A. (2008) Collaborative course design: Changing the process, acknowledging the context, and implications for academic development. International Journal for Academic Development, 13, 151-160</span></li>
</ul>
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