Qualitative research in library and information professional education.

Maruja De Villa Lorica
Paper written in Spring 2009

Article Reviewed:

Grover, Robert. 1992. Qualitative research in library and information professional education. In Qualitative research in information management, ed. Jack D. Glazier and Ronald R. Powell, 187-200. Englewood, CO: Libraries Unlimited.
[Chapter 12).

Written in 1992, this article stressed the importance of research to the library and information science (LIS) profession. Grover started off by pointing out that LIS education is a professional program, and as such it possesses and shares a body of knowledge, skills, and attitudes unique only to the LIS profession.

According to Grover, research is important to a profession; it provides new insights, brings vitality, and adds to the development and progress of a profession. Further, Grover noted that research contributes to the knowledge base used by professionals to solve problems. Through research, LIS professionals remain current on the issues and problems in their profession, and “familiarity” with research enables them to solve problems in a logical and accurate manner.

Grover stated that there are three categories of research based from LIS literature: a) basic research which is “purely theoretical”; b) applied research which is conducted to develop generalizations (theory) aimed at understanding the practice of the LIS profession, among others; and c) action research which gathers data to address specific issues and problems in the library.

In the practice of the LIS profession, Grover mentioned that LIS professionals like medical doctors must perform several functions: a) diagnosis- which is the analysis and identification of the problem (through observation, interview, or needs assessment); b) prescription- which is aimed at providing advice, recommendation, and information; c) treatment-which is the provision of a service or information; and d) evaluation -or the assessment of the effectiveness of the treatment. Of the four functions, “diagnosis” and “evaluation” employ data-gathering or research methods.

The continuum of data-gathering methods which LIS professionals can use for “diagnosis” and “evaluation” are: a) common-sense or intuitive method- which is pre-planned obtained through “gut-feel” during normal activities; b) impressionistic approach – obtained through brainstorming (“sharing of impressions”), and scanning; c) systematic methods- which are planned and structured activities like observation, and interview; d) scientific methods which involve formal data gathering approaches such as historical, experimental and survey studies.

Given its importance, Grover cited ways to mainstream research into the LIS curriculum such as providing opportunities for students to conduct research as part of their courses, participating in research forums and colloquium series, and inviting researchers and scholars to promote the importance of “creativity and research”.

The article is very instructive. While this was written 17 years ago, the information are still valuable and Grover’s points and observations remain valid. Given my academic and professional background in research, I am drawn to the article because of the new insights and concepts that I would learn, particularly as it applies to LIS research.