57089 Information Research and Data Analysis

UTS: Communication: Journalism Information and Media Learning
Credit points: 8 cp
Result Type: Grade, no marks

Requisite(s): 57100 People, Information and Knowledge

Handbook description

This is a core subject for the Master of Arts in Information and Knowledge Management. Students are introduced to a range of the quantitative and qualitative research methods used in the study of people and information and develop skills in analysing and presenting data using standard software packages. Students apply their knowledge and skills to designing and executing a pilot research project. The ethics and politics of research are covered and the differing views of reality, the roles of the researcher and the establishment of knowledge claims are introduced.

Subject objectives/outcomes

On completion of this subject students are expected to be able to:

demonstrate an understanding of a range of quantitative and qualitative research methods used in the study of people, knowledge and information
demonstrate an understanding of how theoretical approaches to the study of people, knowledge and information can be systematically investigated
demonstrate skills in analysing and presenting data, including standard software packages
demonstrate skills in designing and small scale implementation of research projects
demonstrate an understanding of the ethical requirements of social research practice.

Contribution to graduate profile

This subject contributes to the aims of the Graduate program in Information and Knowledge Management in a number of important areas. It provides students with an understanding of the relationship between individuals and public/private recorded information, as well as tacit/explicit knowledge, and how these can be identified, captured, structured, valued and shared for effective use. It provides students with an understanding of ethical information practice, and the ability to operate with integrity, rigour, self-reliance and cooperation in professional contexts. It assists students to develop creative, critical, reflective problem-solving capabilities in the context of their professional roles and a commitment to life-long learning.

Teaching and learning strategies

This subject combines face-to-face and online instruction with independent and collaborative work within research syndicates. The program is interactive and allows for small group work within the syndicates, role plays, exercises, field work and discussion of readings. Field work and collaborative wikis crafted within syndicates will inform the writing of your individual research proposal and support your learning in relation to your pilot research project, where you will have an option to work individually or in partnership with one of your colleagues. Students will also be encouraged to use an ePortfolio tool to manage their individual and syndicate learning activities.

Content

Inquiry Methods and Research Ethics

The subject examines a range of issues in contemporary information research including current methodological debates, the role of the researcher and ethical protocols for the conduct of research.

Theoretical Frameworks

The subject examines how a range of theoretical frameworks for the study of people, information and knowledge can be systematically investigated. It examines such issues as the implications of different ontological, epistemological assumptions (e.g. nature of reality) for research in the field. It also examines differing approaches to the establishment of knowledge claims.

Research Design Issues

A range of research design issues are explored including inductive approaches such as case studies, ethnographic studies and grounded theory; deductive approaches such as surveys, the development of research objectives, hypotheses and variables; and approaches to sampling, e.g random, purposeful, snowball etc.

Methods of Data Collection

A range of qualitative and quantitative approaches to data collection are examined, e.g. surveys; observational methods; a variety of approaches to quantitative and qualitative interviewing, including Time-Line, semi-structured etc; and focus groups.

Analysing Quantitative Data

Issues covered include descriptive and inferential statistics; commonly used measures of central tendency, dispersion and associations; data analysis; presentation of findings and writing the research report.

Analysing Qualitative Data

Issues covered include assessing quality of the data; different frameworks for analysis, e.g. reconstruction, grounded theory; preparation of data and coding schemes; presentation of findings and writing the research report.

Assessment

Assessment item 1: Research Proposal (individual)

Objective(s):	a, b, d
Weighting:	35%
Task:	In this task, you will evaluate and develop a research design and instrument that is most appropriate for the investigation of a particular information research topic. In consultation with your instructor, you will identify a research topic for this task (e.g.: a topic of personal interest to you or a hypothetical scenario). You will need to develop and discuss the theoretical framework you consider most appropriate for the research. From this framework you will develop a set of research question/s and propose a range of appropriate research instruments (e.g. observation, Time-Line interviewing, quantitative survey) to conduct the research, analysing their strengths & weaknesses. From the critical evaluation outlined in your proposal, you will recommend one methodology as the most appropriate for your topic/scenario (this will form the basis of Assignment 2).
Assessment criteria:	Quality of theoretical framework presented and justified Rationale for research questions selected for the chosen topic/scenario Rationale for the research design selected for the chosen topic/scenario in relation to options presented in syndicate collages Clarity of analysis in the discussion of the strengths and weaknesses of different types of search considered in your proposal Rationale for the research instrument selected for the chosen topic/scenario Evidence of wide and relevant reading Clarity of communication with regard to structure, layout and stylistic consistency Thoroughness and accuracy in acknowledgment of sources

Assessment item 2: Pilot Research Implementation (individual or group of two)

Objective(s):	d, e
Weighting:	35%
Task:	In this task you will conduct and report on your own pilot research project. You will implement and then assess the outcome of using a research instrument selected through your work on Assignment 1. In reporting on the findings from your pilot study, detailed consideration should also be given to the ethics of your research. [There is an option to undertake this assignment as part of a two-person team (with the approval of the instructor). If this assignment is undertaken by two students in such an arrangement your final report must describe and assess your individual contribution.]
Assessment criteria:	Demonstrated alignment between the proposed approach and the reported findings Analysis of data consistent with analytical framework used to design the research instrument Interpretations of findings consistent with the data Demonstrated ability to incorporate reflexive consideration of the practical and ethical dilemmas potentially involved in the implementation of the project Demonstrated ability to reflexively engage with the fieldwork process and outcomes Clarity of communication with regard to structure, layout and stylistic consistency (Satisfactory evidence of contribution of both students)

Assessment item 3: Data Analysis Exercise (individual)

Objective(s):	c
Weighting:	30%
Task:	Take home data analysis exercise using a uniform data set for analysis. [further information to be provided in class]
Assessment criteria:	Demonstrated competence in the use of the data analysis program Demonstrated ability to undertake univariate (i.e.: one variable) analysis Demonstrated ability to undertake bivariate (i.e.: two variable) analysis Demonstrated ability to interpret statistical findings to a given information scenario

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

Specific reading will be assigned on a week-by-week basis in class, drawing on the class text and occasionally on the supplemental texts

CLASS TEXT:

Walter, M. 2006, Social Research Methods: An Australian Perspective. Oxford University Press, Melbourne (available from the CoOp bookstore).

SUPPLEMENTAL TEXTS:

Bouma, Gary D. 2000, The Research Process, 4th ed, Oxford University Press, Melbourne.

Weerakkody, N. 2008, Research Methods dor Media and Communication, Oxford University Press, Melbourne.

Williamson, K. 2002, Research methods for students, academics and professionals : information management and systems, 2nd ed., Centre for Information Studies, Charles Sturt University, Wagga Wagga, N.S.W.

SELECTED REFERENCES:

Dervin, B. 1989, 'Users as research Inventions: How Research Categories Perpetuate Inequities', Journal of Communication, vol.39, no.3, pp.216-232

de Vaus, D. A. 2002, Surveys in Social Research, 5th ed, Allen & Unwin, St Leonards, NSW

Gorman G & Clayton, P, 1997, Qualitative Research for the Information Professional, Library Association Publishing, London..

Eager, C., & Oppenheim, C. 1996, 'An observational method for undertaking user needs studies', Journal of Librarianship and Information Science, vol. 28, no. 1, pp.15-23.

Glaser, B. & Strauss, A, 1967, The Discovery of Grounded Theory

Haythornthwaite, C. 1996, 'Social Network Analysis: An Approach and Technique for the Study of Information Exchange', Library and Information Science Research, vol. 18, pp. 323-342.

Hjorland, B. and Albrechtsen, H. 1995, 'Towards a New Horizon in Information Science: Domain Analysis', Journal of the American Society for Information Science, vol.46, no. 6, pp.400-425.

Lincoln, Y.S. & Guba, E.G. 1985, Naturalistic inquiry, Sage, Newbury Park, CA.

Marshall, C. & Rossman, G.B. 1999, Designing qualitative research, 3rd edn, Sage, Thousand Oaks, CA.

Miles, M. & Huberman, A. 1994, Qualitative Data Analysis: an expanded sourcebook, 2nd ed., Sage, Thousand Oaks, Ca.

Reinard, J.C. 1994, Introduction to communication research, Brown and Benchmark, Madison, Wisc.

Silverman, D. 1997, 'The Logics of Qualitative Research', in G. Miller & R. Dingwall (eds), Context and Method in Qualitative Research, Sage, London, pp. 12-25.

Strauss, A & Corbin, J. 1990, Basics of Qualitative Research

Talja, S., Tuominen, K., & Savolainen, R. 2005, 'Isms' in information science: constructivism, collectivism and constructionism. Journal of Documentation ,vol. 61, no 1, pp. 79-101.

Wang, C. and Burris, M. 1997, 'Photovoice: concept, methodology and use for participatory needs assessment', Health Education & Behavior, vol. 24, no.3, pp. 369-387.

Widdows, R. et al., 1991, ' The focus group interview: a method for assessing users' evaluation of library service', College & Research Libraries, vol. 52, no.4. pp. 352-359.

Wilson, T.D. 2002, 'Alfred Schutz, phenomenology and research methodology for information behaviour research' in the Working Papers of the Fourth International Conference: Information Seeking in Context, Lisbon, Universidade Lusiada de Lisboa, pp.193-207.

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