Posts tagged with qualitative

Showing 31 - 39 of 39 items
Information literacy needs of engineering grad students: survey results
  • Paul F Grochowski
In this study, engineering librarians Leena Lalwani, Jamie Niehof, and Paul Grochowski sought to learn from graduate students in the College of Engineering (CoE) how these students could benefit from more instruction on U-M Library resources.
Photo from a dictionary, highlighting the word "research."
  • Emily Capellari
In the second of two posts, Informationists from the Taubman Health Sciences Library share their research project to improve library integration within the U-M School of Nursing curriculum. Using a mixed methods approach, they are investigating undergraduate student information seeking needs and behaviors.
Photo from a dictionary, highlighting the word "research."
  • Kate Saylor
In two blog posts, Informationists from the Taubman Health Sciences Library share their research project to improve library integration within the U-M School of Nursing curriculum. Using a mixed methods approach, they are investigating undergraduate student information seeking needs and behaviors.
Ask a Librarian service contact methods: IM, email, text, phone
  • Karen A Reiman-Sendi
Ask a Librarian email and instant messaging (IM) service providers targeted current users of our virtual reference services during 2016-2017, to gather feedback about our online research and reference service. We wanted to know more about users' motivation for seeking help via email and via IM, as well as users' satisfaction with their online interactions. Additionally, we were interested in gathering users' ideas for future IM service enhancements.
Word cloud: promotion, librarian, interview, focus group, competitative analysis, survey, mixed methods, quantitative, qualitative
  • Rachel Vacek
Like many academic research libraries, the University of Michigan Library has a promotion process for its librarians. And, like many libraries, the policies need to be reviewed on occasion. The Promotion and Appointment of Librarians (PAL) Task Force was charged by the Librarians’ Forum with reviewing our promotion process and making recommendations to better align what we do with the goals of both individuals and the Library. This Task Force utilized various qualitative and quantitative research methods to get the best data (described below).
A picture of six different spaces in different University of Michigan library locations showing students studying, in the Bert's study lounge, in the stacks as well as a picture of the 2nd floor of the Duderstadt Center and an exterior shot of Tappan hall.
  • Denise Leyton
There are many ways to record and analyze what is happening in the University of Michigan libraries over time. The more we understand how users are engaging with our spaces, the more we can do to meet their needs. But how do you get a handle on such a big question (library space use)? What data do you collect and how do you break it down?
A collage of some of the book covers for titles recommended by incoming Wolverines.
  • Pam MacKintosh
The U-M Shapiro Undergraduate Library (UGL) collection serves the course-related and extracurricular information needs of U-M undergraduate students. This collection encourages students to explore new ideas, gain research skills, and become lifelong learners. How can we tailor this small collection (approximately 175,000 volumes) to meet their current needs?
Pen and ink drawing of a figure sprawled on a couch in a dirty living room.
  • Ben Howell
Maybe you’ve heard of or lived with a roommate who never washed the dishes, who talked loudly on the phone late into the night or who stiffed you on rent. Not fun. Bias in our research isn’t fun either. It distorts the nature of the data we collect, analyze and share.

 black and white photo of a chicken and her chicks crossing a dirt road
  • Katherine Marie Kosinski
Quantitative data gives you the hard numbers: what, how many times, when, generally who, and where. Quantitative data also leaves out the biggest and possibly most important factor: why.