Introduction 

According to Haycock & Romaniuk (2018), Powell notes that the term “research” used by librarians and information professionals usually refers to ‘library research.’ This involves identifying, evaluating, and collecting information from libraries and various other sources (p. 243). Powell recognizes the significance of this process, yet he points out that it does not fully meet the criteria of comprehensive research, and he also highlights the absence of a universal definition of research. Merriam-Webster defines research as a thorough inquiry or examination, particularly one that involves investigation or experimentation. This process aims at discovering and interpreting facts, revising existing theories or laws based on new information, or applying such new or revised theories or laws in practical scenarios (n.d.).

Powell asserts that research should build on existing knowledge, which is typically sourced through library research or similar methods. This foundational data is often documented in the literature review or related sections of a research paper (Haycock & Romaniuk, 2018, p. 243). Building on this foundation, researchers can then brainstorm and choose specific methodologies to improve the effectiveness of their programs and services. Chu (2015) emphasizes the importance of research methodologies in library and information science (LIS), a discipline that has seen extensive exploration of various research methods. A strong research methodology is essential for effectively collecting and analyzing data to address the research question. Such methodologies may include a range of techniques like experiments, surveys, or observations, tailored to the objectives of the research. The selection and integration of these methods in LIS research are not arbitrary but are made with careful consideration. Researchers must determine the appropriate number of methods and decide whether to use quantitative, qualitative, or mixed approaches in their studies (p. 36).

Let’s explore an overview of research methodologies, which is broadly divided into two categories: basic and applied research. Powell describes basic research as “pure, theoretical, and scientific,” primarily aimed at generating new knowledge that has wide-ranging applications. He further notes that applied research is targeted towards solving specific, practical problems, often utilizing and validating findings from basic research (Haycock & Romaniuk, 2018, p. 244). Stewart adds that the primary aim of applied research is to create practical solutions that can be immediately implemented. Its relevance is readily apparent, as it is specifically designed to tackle the challenges faced by society, industries, or organizations (2025). Furthermore, applied research can expand into action research or evaluation research. Evaluations can include input and output measurements, process evaluations, impact assessments, service quality, benchmarking, standards, and cost analysis. Continuing, they also may include collection of statistics, questionnaires, interviews, observations, diaries, consumer panels, and document delivery tests (Haycock & Romaniuk, 2018, p. 246).

Information professionals generally utilize one of two main research approaches. Fullstory notes that quantitative research focuses on the collection and statistical analysis of numerical data. It primarily uses numbers and inferential statistics to measure and extrapolate results. The objective here is to collect data that can be converted into actionable statistics. Conversely, qualitative research delves deeper than mere data collection, providing insights into the patterns and meanings of natural behaviors. This method is adaptable and ongoing, concentrating on user characteristics to explore the underlying motivations of the data. Qualitative research is inherently descriptive and subjective (2024). Once the research methodology and approach are established, researchers can select specific methods and techniques to conduct their studies. Continuing on, Powell points out that mixed methods can take place. Methods can include surveys, experiments, history research, case studies, focus groups, Delphi studies, content analysis, bibliometrics, comparative librarianship, and other methods (Haycock & Romaniuk, 2018, p. 246). 

Evidence

My first artifact to prove my mastery in competency L comes from INFO 287.  The Conference PaperLinks to an external site..  My focus of the paper dealt with information literacy among high school students. The research highlights the annual Library’s Information Literacy Annual Conference (LILAC) which serves as a platform for librarians and information professionals to discuss innovative teaching techniques in information literacy. The conference emphasizes the need for effective information-seeking and evaluation skills across various library users. My paper discusses several studies that collectively suggest a deficiency in information literacy skills among students transitioning from high school to college. These studies point out that most students rely heavily on internet search engines for research, lacking critical evaluation skills for assessing information quality and authenticity. Key findings from Taylor & Dalal (2017) focus on gender differences in information literacy among college students, while Yu et al. (2016) and Varlejs et al. (2014) examine the roles of teachers and librarians in fostering these essential skills.

I discuss the different approaches used in the studies, ranging from surveys and interviews to observations, revealing a significant variation in how information literacy is taught and perceived in educational settings. The conclusion drawn from these studies is that both students and educators lack a robust understanding of information literacy, with many educators unwilling or unable to teach it effectively. The paper calls for a greater emphasis on collaboration between librarians and educators to enhance information literacy instruction. It stresses the importance of this skill in the digital age, particularly in evaluating the reliability of information amidst the vast amount of content available online. I express an appreciation for the research process and the importance of diverse methodologies in answering research questions. 

My second artifact comes from INFO 285 where I continue my focus on information literacy through an Action Research Study ProposalLinks to an external site.. The study focuses on the challenges students face in becoming information literate—able to identify, access, evaluate, and utilize information efficiently and ethically. While search engines are the go-to resource, students often overlook peer-reviewed, authoritative sources, indicating a lack of critical thinking and higher-level information literacy skills. The study aims to uncover why students show minimal engagement in developing these skills and how educators struggle to effectively impart this knowledge. The methodology of the study involves a specific group of participants, instruments used for data collection, and a detailed procedure. Participants will include junior students from Saint Paul’s School, who are enrolled in English classes. The instruments used for gathering data will consist of both paper and online surveys, designed to delve into the students’ information-seeking preferences, along with observational checklists to monitor their behaviors during the research process. The procedure will begin once IRB approval is secured and parental consent is obtained. Surveys and observations will then be conducted to collect comprehensive data on the students’ engagement and skills in information literacy.

The goals of this study are threefold. First, it aims to understand the root causes of students’ disengagement with critical information evaluation. Second, it seeks to determine why students predominantly rely on surface-level research and often overlook the importance of proper citation and deeper engagement with their research materials. Finally, the study intends to develop effective strategies that will foster a deeper commitment among students to quality research and thorough information evaluation. This proposal is designed to address significant gaps in information literacy education and aims to inspire educational strategies that promote deep, meaningful engagement with information literacy.

My final artifact comes from INFO 285, the Methods DraftLinks to an external site. prior to the final prior to the final Action Research Project. I highlighted how the study will involve junior students from Saint Paul’s School who are enrolled in English classes, utilizing a week-long research project as the context for investigation. The selected students will participate in this study under the guidance of their English teacher, aiming to craft a well-written research paper while their information-seeking behaviors are observed. This purposive sampling method will allow for the examination of how students search for and assess online materials, with the intent to glean insights that will inform evidence-based decisions regarding their research behaviors. I report that data collection for this study will be carried out through three primary instruments: paper surveys, online surveys, and an observation checklist. The surveys are designed to probe into the students’ preferences for certain websites and assess their use of legitimate, peer-reviewed sources to verify the authenticity of their research projects. They will include multiple-choice questions to better understand the underlying reasons behind students’ information-seeking methods and their preferences for genuine research data. Additionally, the observation checklist will track the most frequently visited websites and monitor the behaviors of students during their research activities in class, providing insights into their practical engagement with information literacy.

The procedure for initiating this study involves obtaining the necessary approvals from the leadership at Saint Paul’s School and the SJSU Institutional Review Board. Following these approvals, parental permission will be sought to ensure compliance and ethical considerations are met. Once all consents are obtained, the researcher will develop both online and paper surveys that are finely tuned to investigate students’ source preferences, their understanding of peer-reviewed materials, and their ability to discern authentic from non-authentic sources. This comprehensive approach aims to uncover why students might not invest time in critically analyzing sources or adhere to proper citation practices, often settling for superficial research to meet minimal academic standards. The ultimate goal of this study is to encourage students to engage more deeply with their research tasks, fostering a commitment to producing quality academic work.

Conclusion

I hope to implement the skills and the proposal I developed in my INFO 285 class at my current workplace. I believe that Information Literacy is a topic that should have been emphasized more during my formative years. Every day, I observe students who do not fully apply themselves. I am committed to continuously enhancing my knowledge by researching academic resources, reading books, and attending seminars. This will enable me to actively engage students in research across all subjects they study.

References

Chu, H. (2015). Research methods in library and information science: A content analysis. Library & Information Science Research, 37(1), 36–41. https://doi.org/10.1016/j.lisr.2014.09.003

Fullstory. (2024, October 4). Qualitative vs. quantitative data in research: The difference. https://www.fullstory.com/blog/qualitative-vs-quantitative-data/#qualitative-vs-quantitative-what-is-qualitative-research

Haycock, K., & Romaniuk, M.-J. (2017). The portable MLIS: Insights from the experts, 2nd edition. Libraries Unlimited.

Merriam-Webster. (n.d.). Research definition & meaning. Merriam-Webster. https://www.merriam-webster.com/dictionary/research

Stewart, L. (2025, February 11). Basic vs applied research: Comparison, Examples & Interplay. ATLAS.ti. https://atlasti.com/research-hub/basic-vs-applied-research