Research

Statement of Competency:
Conduct research using appropriate methods and apply the results to professional practice.

Introduction

Research is a foundational component of library and information science (LIS), informing how information professionals understand user needs, evaluate sources, and develop effective services. Competency L focuses on the ability to conduct research using appropriate methods and apply findings to professional practice. This requires not only the ability to locate and analyze information, but also to critically evaluate sources, synthesize findings, and apply insights in meaningful ways.

Research in LIS draws on both qualitative and quantitative methods, depending on the context and the type of question being explored. Qualitative approaches, such as interviews, content analysis, and historiographic methods, are often used to understand user behavior and information practices, while quantitative methods may be used to measure usage patterns or evaluate system performance (Powell & Connaway, 2004; Wildemuth, 2017). Understanding when and how to apply these methods is essential for producing reliable and meaningful results.

A key component of research is source evaluation. Information professionals must assess credibility, authority, bias, and relevance when working with both scholarly and community-based sources. This aligns with the broader goals of information literacy, where critical thinking and evaluation are central to the research process (Association of College and Research Libraries [ACRL], 2016). Bates (2017) further emphasizes that information seeking is iterative, requiring users to refine searches and evaluate sources continuously.

Research in LIS is also closely connected to user-centered practice. Savolainen’s (1995) Everyday Life Information Seeking (ELIS) model highlights how individuals seek information based on their daily contexts, needs, and values. Similarly, Fisher and Fulton (2022) emphasize that information communities are shaped by shared needs and behaviors, reinforcing the importance of understanding users when conducting research. Kuhlthau (2004) adds that the research process is not purely cognitive, but also emotional, involving uncertainty, confidence, and gradual meaning-making.

In addition to theory, research in LIS requires structured synthesis of information. Literature reviews and annotated bibliographies are essential tools for identifying patterns across sources and understanding how knowledge develops over time (Booth et al., 2016). These methods allow information professionals to move beyond individual sources and engage with broader scholarly conversations.

Through my coursework, I have developed research skills across multiple contexts, including historiographic analysis, annotated bibliography development, and information community research. These experiences demonstrate my ability to locate, evaluate, and synthesize information while applying research findings to real-world contexts. Competency L reflects my ability to approach research systematically and use it to inform professional decision-making in LIS environments.

Evidence

My research skills have developed through coursework that required me to engage deeply with scholarly literature, evaluate sources, and synthesize information across multiple formats. Through work in INFO 285 and INFO 200, I applied research methods that emphasized source evaluation, thematic analysis, and user-centered inquiry. These experiences demonstrate my ability to move beyond basic information gathering and instead engage in structured, critical research practices.

Artifact #1

Historiographic Essay (INFO 285: Applied Research Methods)

Justification

This artifact demonstrates my ability to conduct structured, scholarly research using historiographic methods. In this assignment, I analyzed a body of scholarly literature examining the evolving human–animal relationship in urban environments.

The project required identifying relevant academic sources, organizing them into thematic categories, and synthesizing findings across multiple works. Rather than summarizing individual articles, I examined how scholars collectively approached the topic, identifying trends, gaps, and shifts in interpretation over time. This reflects a higher level of research engagement, where the focus is on analysis and synthesis rather than simple information gathering (Booth et al., 2016).

This artifact also demonstrates my ability to evaluate source credibility and relevance. By selecting peer-reviewed articles and scholarly monographs, I ensured that the research was grounded in authoritative sources. Additionally, I applied critical analysis to compare perspectives and highlight how interpretations of the human–animal relationship have evolved. This aligns with LIS research practices that emphasize iterative searching and evaluation as part of the research process (Bates, 2017).

This artifact supports Competency L by demonstrating my ability to conduct research using appropriate methods, synthesize complex information, and apply scholarly insights to broader discussions within LIS.

Artifact #2

Critical Annotated Bibliography (INFO 285: Applied Research Methods)

Justification

This artifact demonstrates my ability to evaluate and organize sources within a structured research framework. In this assignment, I compiled and analyzed a range of sources related to the “pets-as-people” information community, including scholarly works, reference materials, and historical sources.

Each entry required a detailed evaluation of the source, including its authority, scope, intended audience, and relevance to the research topic. This reflects core research skills in LIS, where understanding the context and credibility of information is essential (ACRL, 2016). The use of controlled vocabulary, such as Library of Congress Subject Headings, further demonstrates an understanding of how information is organized and retrieved within scholarly systems.

This artifact also highlights my ability to synthesize research across disciplines. By engaging with sources from history, ethics, and information science, I developed a more comprehensive understanding of the topic. This aligns with research methodologies that emphasize the importance of integrating multiple perspectives to build a more complete understanding of an information issue (Wildemuth, 2017).

This artifact supports Competency L by demonstrating my ability to critically evaluate sources, organize research materials, and apply findings within an LIS context.

Artifact #3

Information Sources Survey (INFO 200: Information Communities)

Justification

This artifact demonstrates my ability to apply research methods to a specific information community. In this assignment, I analyzed the information needs and behaviors of the “pets-as-people” community, examining both scholarly and community-based sources.

The project required identifying different types of information sources, evaluating their credibility, and comparing their roles within the information cycle. I applied theoretical frameworks, including the Everyday Life Information Seeking (ELIS) model, to understand how individuals seek information in everyday contexts (Savolainen, 1995). This demonstrates the ability to connect research theory to real-world information behavior.

Additionally, this artifact reflects an understanding that research is not purely cognitive, but also influenced by user context and experience. As Kuhlthau (2004) explains, the research process involves uncertainty and evolving understanding, which must be considered when designing information services. By analyzing both research-based and community-based sources, I demonstrated an awareness of how different types of information meet different user needs.

This artifact supports Competency L by showing my ability to conduct applied research, evaluate diverse sources, and connect theoretical frameworks to information practice.

Conclusion

Through these artifacts, I have developed a strong foundation in research methods, source evaluation, and information synthesis. My work demonstrates that research in LIS is not only about locating information, but also about critically engaging with sources, identifying patterns across scholarship, and applying findings in meaningful ways. By using methods such as historiographic analysis, annotated bibliography development, and information community research, I have learned to approach research as a structured and iterative process that informs professional practice.

These experiences also reinforced that effective research in LIS is inherently user-centered. Understanding how individuals seek and use information allows professionals to design services that are relevant and accessible. By applying frameworks such as ELIS and the Information Search Process, I have developed a clearer understanding of how research connects directly to user needs and behaviors (Savolainen, 1995; Kuhlthau, 2004). Moving forward, I will continue to engage with LIS research and professional literature to ensure my work remains informed by evidence-based practices and evolving methodologies.

References

Association of College and Research Libraries. (2016). Framework for information literacy for higher education.

Bates, M. J. (2017). Information searching theory and practice. Journal of the Association for Information Science and Technology.

Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a successful literature review (2nd ed.). SAGE.

Fisher, K. E., & Fulton, C. (2022). Information communities. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed.). Rowman & Littlefield.

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed.). Libraries Unlimited.

Powell, R. R., & Connaway, L. S. (2004). Basic research methods for librarians (4th ed.). Libraries Unlimited.

Savolainen, R. (1995). Everyday life information seeking: Approaching information seeking in the context of “way of life.” Library & Information Science Research, 17(3), 259–294.

Wildemuth, B. M. (2017). Applications of social research methods to questions in information and library science (2nd ed.). Libraries Unlimited.