Assessment of the Institute for Research Design in Librarianship (IRDL): Impact on the Research Productivity and Careers of Academic Librarians
DOI:
https://doi.org/10.18438/eblip30094Abstract
Objective – This article reports the survey findings from a mixed-methods assessment of the six-year Institute for Research Design in Librarianship (IRDL). The Institute for Museum and Library Services (IMLS) provided funding for IRDL from 2014-2019; during this time, 124 academic and research librarians participated in a year-long continuing education program for novice researchers. This article assesses the effectiveness of IRDL in meeting short-term and long-term goals related to research productivity, job performance, and identity as a researcher. Beyond the assessment of IRDL itself, the study addresses the implications of IRDL for creating effective research continuing education programs and institutional support for librarian research.
Methods – In the first part of a two-phase study, we surveyed all 124 librarians who completed the in-person summer research workshop and year-long online follow-up program. The lead researcher invited those who completed the survey to participate in the study's second phase, a focus group or an in-depth interview.
Results – Eighty-nine participants responded to the survey, for a 72% response rate. The results show that IRDL was successful in helping a majority of participants complete their IRDL project and conduct new research. Participants reported work-related benefits of participating in the program, including tenure, rank promotion, merit-based salary increases, and new employment opportunities. IRDL contributed to developing personal learning networks, research collaborations, and a sense of identity as a researcher. IRDL increased the research confidence of the participants by providing them with research methods instruction, coupled with an opportunity to practice what they have learned during a year-long support program.
Conclusion – This assessment study confirms that IRDL is an effective program for novice librarian-researchers who want to improve their research skills, develop new research relationships among their peers, and advance in their careers. It also provides insight into the conditions for a successful continuing education and research support program. Many librarians experience anxiety about conducting and disseminating their research; IRDL demonstrates the importance of placing novice researchers in a supportive environment, where research is viewed as a positive experience that is directly related to professional success. These experiences lead to increased confidence and identity as a researcher, which contributes to increased research productivity.
Downloads
References
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Benedetti, A., Jackson, J., & Luo, L. (2018). Vignettes: Implications for LIS research. College & Research Libraries, 79(2), 222–236. https://doi.org/10.5860/crl.79.2.222
Brancolini, K. R., & Kennedy, M. R. (2017). The development and use of a research self-efficacy scale to assess the effectiveness of a research training program for academic librarians. Library and Information Research, 41(124), 44–84. https://doi.org/10.29173/lirg760
Brew, A., Boud, D., Namgung, S. U., Lucas, L., & Crawford, K. (2016). Research productivity and academics’ conceptions of research. Higher Education, 71, 681–697. https://doi.org/10.1007/s10734-015-9930-6
Chang, Y.-W. (2016). Characteristics of articles co-authored by researchers and practitioners in library and information science journals. The Journal of Academic Librarianship, 42(5), 535–541. https://doi.org/10.1016/j.acalib.2016.06.021
Chang, Y.-W. (2021). Academic impact of articles by practitioners in the field of library and information science. College & Research Libraries, 82(1), 59–74. https://doi.org/10.5860/crl.82.1.59
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates; Routledge. https://doi.org/10.4324/9780203774441
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Exner, N. (2019). Development of research competencies among academic librarians [Doctoral Dissertation, University of North Carolina]. UNC Chapel Hill University Libraries Carolina Digital Repository. https://doi.org/10.17615/p159-ya91
Galbraith, Q., Smart, E., Smith, S. D., & Reed, M. (2014). Who publishes in top-tier library science journals? An analysis by faculty status and tenure. College & Research Libraries, 75(5), 724–735. https://doi.org/10.5860/crl.75.5.724
Hoffmann, K., Berg, S. A., & Koufogiannakis, D. (2014). Examining success: Identifying factors that contribute to research productivity across librarianship and other disciplines. Library and Information Research, 38(119), 13–28. https://doi.org/10.29173/lirg639
Hoffmann, K., Berg, S., & Koufogiannakis, D. (2017). Understanding factors that encourage research productivity for academic librarians. Evidence Based Library and Information Practice, 12(4), 102–128. https://doi.org/10.18438/B8G66F
Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. Jossey-Bass.
Jason, D. P., III, Kennedy, M. R., & Brancolini, K. R. (2021). Mentoring academic librarians for research success. In L. J. Rod-Welch & B. E. Weeg (Eds.), Academic library mentoring: Fostering growth and renewal (pp. 241–262). Association of College and Research Libraries.
Kennedy, M. R., & Brancolini, K. R. (2012). Academic librarian research: A survey of attitudes, involvement, and perceived capabilities. College & Research Libraries, 73(5), 431–448. https://doi.org/10.5860/crl-276
Kennedy, M. R., & Brancolini, K. R. (2018). Academic librarian research: An update to a survey of attitudes, involvement, and perceived capabilities. College & Research Libraries, 79(6), 822–851. https://doi.org/10.5860/crl.79.6.822
Kennedy, M. R., Brancolini, K. R., & Kennedy, D. P. (2020). An exploratory study of accomplished librarian-researchers. Evidence Based Library and Information Practice, 15(1), 179–217. https://doi.org/10.18438/eblip29655
Kennedy, M. R., Kennedy, D. P., & Brancolini, K. R. (2017). The evolution of the personal networks of novice librarian researchers. portal: Libraries & the Academy, 17(1), 71–89. https://doi.org/10.1353/pla.2017.0005
Laerd Statistics. (2015a). McNemar's Test using SPSS Statistics. Statistical tutorials and software guides. https://statistics.laerd.com/
Laerd Statistics. (2015b). Paired-Samples t-Test using SPSS Statistics. Statistical tutorials and software guides. https://statistics.laerd.com/
Laerd Statistics. (2016). Cochran-Armitage Test of Trend. Statistical tutorials and software guides. https://statistics.laerd.com/
Laerd Statistics. (2017). Binomial logistic regression using SPSS Statistics. Statistical tutorials and software guides. https://statistics.laerd.com/
Luo, L. (2011). Fusing research into practice: The role of research methods education. Library and Information Science Research, 33(3), 191–201. https://doi.org/10.1016/j.lisr.2010.12.001
Luo, L., & McKinney, M. (2015). JAL in the past decade: A comprehensive analysis of academic library research. The Journal of Academic Librarianship, 41(2), 123–129. https://doi.org/10.1016/j.acalib.2015.01.003
Matusiak, K. K., & Bright, K. (2020). Teaching research methods in master’s level LIS programs: The United States perspective. Journal of Education for Library and Information Science, 61(3), 357–382. http://doi.org/10.3138/jelis.61.3.2020-0001
Pett, M. A. (2016). Nonparametric statistics for health care research (2nd ed.). Sage. https://us.sagepub.com/en-us/nam/nonparametric-statistics-for-health-care-research/book240591
Powell, R. R., Baker, L. M., & Mika, J. J. (2002). Library and information science practitioners and research. Library & Information Science Research, 24(1), 49–72. https://doi.org/10.1016/S0740-8188(01)00104-9
Sassen, C., & Wahl, D. (2014). Fostering research and publication in academic libraries. College & Research Libraries, 75(4), 458–491. https://doi.org/10.5860/crl.75.4.458
Vilz, A. J., & Poremski, M. D. (2015). Perceptions of support systems for tenure-track librarians. College & Undergraduate Libraries, 22(2), 149–166. https://doi.org/10.1080/10691316.2014.924845
Watson-Boone, R. (2000). Academic librarians as practitioner-researchers. The Journal of Academic Librarianship, 26(2), 85–93. https://doi.org/10.1016/S0099-1333(99)00144-5
Wilson, V. (2013). Formalized curiosity: Reflecting on the librarian practitioner-researcher. Evidence Based Library and Information Practice, 8(1), 111–117. https://doi.org/10.18438/B8ZK6K
Yanos, P. T., & Ziedonis, D. M. (2006). The patient-oriented clinical researcher: Advantages and challenges of being a double-agent. Psychiatric Services, 57(2), 249–253. https://doi.org/10.1176/appi.ps.57.2.249
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Frans Albarillo, Marie Kennedy, Kristine Brancolini
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International applies to all works published by Evidence Based Library and Information Practice. Authors will retain copyright of the work.
