ACRL News Issue (B) of College & Research Libraries 348 / C&RL News T a p p in g y o u r lo c a l c a m p u s r e so u r c e s By E u gen e A. E n geld in ger Head Reference Librarian University of Wisconsin-Eau Claire a n d T in a C. Fu Assistant Director for Public Services University of Wisconsin-Oshkosh Some suggestions on how research in Ubrarianship can be made as painless as possible. O v e r the years, both of us have observed that when discussing with other librarians the need or desirability of librarians doing research several common observations are made. Perhaps the first and most frequent claim is that there is no time for such activity. After working a 35-40 hour week and w ith all one’s personal, home and other profes­ sional responsibilities, where does one find the time? Librarians are a busy group, there can be no doubt about that. However, we suspect there are quite a few who use that as the excuse when the real problem is to be found elsewhere. This problem is sometimes verbalized, but often not. We think there are many who believe they do not possess the requisite skills or have access to the resources neces­ sary to do acceptable research. This concern is in­ tensified by another observation often made re­ garding the poor quality of the literature found in the professional library journals. The reluctance to participate in such activity is bolstered by the feel­ ing akin to “if I can’t do something great, I won’t do anything at all.” Some of the blame for this situation can be laid at the feet of our library schools where there is much concentration on developing practicing librarians while little attention is devoted to teaching re­ search skills. Most library masters degrees take only two to three semesters to complete and few require a thesis. As such, most librarians, unless they have a doctorate, a second master’s that requires a thesis, or an exceptional undergraduate education, have not acquired solid research skills. Regardless of whether the library schools ought to accept any of the blame, if we are willing to rec­ ognize our weaknesses, by use of available re ­ sources, they can be overcome. It is ironic that in a profession where academic reference librarians never hesitate to refer researchers to other experts or printed sources for aid with their projects, they seem not to be as resourceful with their own inter­ ests. We can refer students and faculty to appropri­ ate sources but often do not seem to be able to fol­ low our own advice. All resp ectab le academ ic in stitu tio n s offer courses in statistics and research methodology. Of­ ten these colleges do not charge their own staff reg­ istration fees so all that is required is an investment of tim e and energy. Respectable campuses also have faculty who are trained in the use of statistics and research strategy. An observant lib rarian should soon be able to identify those who would be interested in a joint project w ith each m aking equal, or nearly so, contributions. W hat if we have no interest in taking such classes or pooling our ef­ forts? W hat are the alternatives? At a recent conference, we were com paring notes on this problem of w hat local resources are available to librarians interested in research. Quite independently each of us had become aware of the rich and often untapped resources available on our respective campuses. There seems to be no reason to believe that our institutions are unique and that other colleges and universities do not have similar services available. These offices and services may go by different names, but since they are essential July /Au gust 1984 / 349 to the success of the research of other faculty and institutional research, rest assured that they exist and most will aid librarians as well. You may have to be a bit assertive if no librarians or other support staff have preceded you in seeking help, but remain undaunted. Like librarians, these offices are there to help. Like librarians, some may be less than jubi­ lant at first at the prospect of servicing requests from quarters not formerly anticipated. W hat are these sources of local assistance that can be tapped? There are many and their functions are varied, but the ones we each in our own sepa­ rate research endeavors found useful are the Office of Institutional Research/Study, the Testing Cen­ ter, Media Development Center, Duplicating Cen­ ter, Computer Center, Office of Financial Aids, and others. Selecting the data collection instrument Once one has determined the subject of the in­ tended research and formulated as specifically as possible w hat the project is to be, the first step should be the Office of Institutional Research. At UW-Eau Claire this is called the Office of Institu­ tional Studies. Regardless of the name, it is usually staffed with individuals well-versed in surveying, testing, and research methodologies. They can pro­ vide advice as to the definition of goals and objec­ tives, focusing the scope of the study and identifica­ tion of the most appropriate and effective method of gathering the required data. The OIR/OIS is es­ pecially useful for obtaining advice regarding proj­ ects th at involve statistical analysis and data collec­ tion surveys. They will help with the construction of the questionnaire, phrasing of the questions, and at UW-Eau Claire they helped construct the survey instrument in such a m anner as to allow for m a­ chine tabulation of the responses. At UW-Oshkosh, the Testing Center provided the latter help. These offices will also direct you to the best reading or in­ dividuals for further consultation. Aesthetic design A step that should be considered is the aesthetic design of the instrument. There are a number of techniques one can utilize to make the data collec­ tion device more attractive and understandable, thereby increasing the num ber th at will be re­ turned. The more professionally designed, the bet­ ter will be the response. At UW-Oshkosh, this was done at the Testing Center, while the same service was performed at UW-Eau Claire Office of News and Publications. At other institutions it may be the Media Development Center staff who should be approached. Wherever done on your campus, the extra attention to aesthetics will be well repaid so such service should be sought. Data manipulation The campus Com puter Center will usually per­ form this service if the data has been collected and transferred to a m achine readable form at. The staff at these centers are well-versed in the m anipu­ lation of data and which packages would be the most useful. The major service received here will be the computer time and perhaps some assistance with the interpretation of results. However, once you have your results, the OIR/OIS and Testing Centers will aid with interpretation. Any extra attention to aesthetics will be well repaid. Funding Several local sources should be considered. Of­ ten the library administration will provide assist­ ance, such as student help, photocopying, tele­ phone and postal expenses, travel expenses, or release time. Others such as the Financial Aid Of­ fice, G raduate School, and many academic de­ partm ents may have special funds and students they would be willing to make available for a good educational research project. Most universities have funds available for re­ searchers and librarians should feel free to compete for th em . They are usually called faculty develop- Papers on popular culture sought The Theory and Methodology Section of the Popular Culture Association has called for pro­ posals for papers and special sessions on theory, methodology, and documentation for the Asso­ ciation’s annual conference, to be held in Louis­ ville, Kentucky, April 3-7, 1985. Popular culture is studied in many disciplines and is significant to a variety of theoretical per­ spectives on behavior and culture. The Theory and Methodology Section of the Association seeks to promote dialogue on ideas, approaches and information regarding popular culture. Of particular interest to librarians are proposals for papers and special sessions on bibliographic control of prim ary and secondary information. Proposals should be in the form of a 200 word abstract and accompanying letter, and must be submitted by November 1, 1984. Send w ritten inquiries and proposals to Larry N. Landrum , D epartm ent of English, Michigan State Uni­ versity, East Lansing, MI 48824; (517) 355- 0346. 350 / C&RL News ment grants, curriculum improvement grants, or faculty research grants and may have some size or subject limitations. Faculty and/or administration committees commonly review the proposals and make recommendations, so if you are the first li­ brarian to submit a proposal on your campus ex­ pect suspicion and maybe questions. However, al­ ways remember, “nothing ventured, nothing gained,” and submit your proposal anyway. If you have no experience with proposal writing, the above mentioned offices, especially the OIR/OIS, will provide tips for success. Another local resource is the office which acts as the clearinghouse for funding proposals to outside agencies. The staff of this office will suggest the best bets for funding and may well provide practi­ A new C&RL News column By Sharon Rogers ACRL Vice-President/President-Elect The Research Forum originating in this issue of C irR L News will be an occasional feature of ACRL’s professional communication for the next year or so. Its inception arises from several discus­ sions and speculations about the role played in scholarly communication of the contributed pa­ pers at national conferences, the quality and vari­ ety of methodologies and viewpoints selected by authors of contributed papers, and, therefore, the quality and variety of scholarly communication in academic librarianship. In the Research Forum, ACRL members will be asked to describe the conceptualization and devel­ opment of their research projects, to explain the sources of research ideas, to suggest ways of locat­ ing methodological and financial support on local campuses and within ALA. We also want to de­ scribe model programs that libraries have devel­ cal advice and guidance in writing the proposal. This valuable assistance should not be ignored. Many faculty have become adept at grantsman- ship and the full exploitation of the services avail­ able on the local campus. There is no reason why librarians cannot do the same. Our experiences show that there is much assistance and funding available for the asking, if one has a good research proposal. We believe similar services are available elsewhere, thus negating the notion held by many of our colleagues that they cannot do research. Our individual experiences also prove that the often heard lament that “they” will not share the re­ sources with librarians is just not true. They will, and happily. ■ ■ oped to assist librarians in conducting research. The stimulus for some of the current discussion of research in academic librarianship was the ACRL National Conference Wrap-Up Session pre­ sentation of a comparison of the first, second and third national conferences within a common con­ ceptual framework. The conceptual framework for categorizing the production of scholarly inquiry was developed by Robert J. Silverman1. The Silver­ man model, briefly, is based upon the interaction of previous works by Mitroff and Kilmann2 and Robert J. Silverman, “Journal Manuscripts in Higher Education: A Framework,” Review o f Higher Education 5, no.4 (1982): 181-96. I. Mitroff and R. Kilmann, M ethodological Ap­ proaches to Social Science (San Francisco: Jossey- Bass, 1978). RESEARCH FORUM