Theoretical
Framework
Research basis
Theoretical Framework
What is the central concept(s) integral to
the study? (look within and outside LIS)
 Connecting the study to theory: basic
research

Good Theory
Advances knowledge in a discipline,
guides, research, enlightens the discipline,
helps the discipline mature and gain
validation
 Enables us to rise above the seemingly
random confusion of everyday life to see
patterns and to understand principles on
which to base purposeful, productive
action
 Provides an important context

Theory vs. Practice

We cannot do without theory. It will always
defeat practice in the end for a quite
simple reason. Practice is static. It does
well what it knows. It has, however, no
principle for dealing with what it doesn’t
know … Practice is not well adapted for
rapid adjustments to a changing
environment. Theory is light footed, it can
adapt itself to changed circumstances,
think out fresh

Out fresh combinations and possibilities,
peer into the future. Theory provides a
clear framework, administrative practice
reduces to a series of meaningless acts,
without purpose of direction.

Source: Charles H. Granger, Harvard Business Review 42 (May-June
1964), p. 64.
Theory
Provides patterns for the interpretation of
data
 Links one study to another
 Supplies frameworks within which
concepts and variables acquire special
significance
 Allows us to interpret the larger meaning
of our findings for ourselves and others


Source: The elements of social scientific thinking, p. 40
Examples

Information needs
 information-seeking
behavior


Expectations
 service
quality
 Satisfaction
Effectiveness
 Teams/small groups

Success


Reference Transactions
Standards

RUSA, IL, Accreditation
Value
See Measuring your
library’s value, Donald
S. Elliott et al (ALA,
2007)
Theoretical Framework

Dalbello, M. (2009). Cultural dimensions of digital library
development: Part II the cultural innovations of five
European national libraries. Library Quarterly, 79(1).

Culture = National Culture + Organizational
Culture + Professional Culture + Heterogeneous
Tool Kit Culture
Logical Structure
Who, what, when, where,
how…
Logical Structure
Explicitly addresses all the possible
variables within a study
 Identifies all of the important components
 Is a menu of choices--no decisions are
represented
 The decisions = objectives

Logical Structure (Components)
Addresses the questions of
 What (problem statement)
 Who
 Where
 When
 How (methods)

Logical Structure
Not always directly addressed within the
published study, but must be addressed
by the research during the planning
stages.
 Often possible to represent the logical
structure through a diagram or model

What




Identifies the problem under study
May help to brainstorm for contributing factors,
causes and effects
May have to operationalize terms= i.e. success,
efficiency, effectiveness, etc.
Some methods:
 Flow
Chart
 Five Why’s
 Fishbone Diagram
Fishbone Diagram
Dr. Kaoru Ishikawa
Policies
Materials
People
Problem
Statement
Process
Technology
Who
The group under study
 Identifies the population
 Identifies the sample within the population
 May have to justify choices

When

The time frame of the study
 Data
collection
 Literature review
 Correcting for lapses
Sets deadlines
 Creates context

Where
Identify the environment
 Sets parameters

How
Methodologies
 How will data be collected
 What is appropriate?

User/Use Study
Use
 Students
 Simmons College
 When
 How

Use/Nonuse Study
Where: one to many places
How
When: 1-many times
Library
Use NonUse
Add Variables
Students
E-book Use
Where
When
How
User (Search) Behavior
Undergraduates
variables
variables
Objectives
Indicate what was selected
from the “menu” or logical
structure
Components of Objectives

To ____verb

Object
Basic: to conceptualize
 Applied: to test
 Action: to describe

Objectives

To “describe”
identify
define
distinguish
determine
Depict
etc.

To “relate:” “compare”
or “contrast” (relating
applies to basic,
applied, and action
research)
Objectives
To identify the attributes (requirements, responsibilities,
qualifications, and salaries/benefits) of music librarians
 To determine the extent to which their responsibilities
relate solely to music librarianship
 To compare the attributes listed most frequently in job
advertisements with those attributes leading to the actual
hiring of individual
 To compare the list of attributes identified in job
advertisements by: geographical area, highest degree
offered by the institution, institutional control (private vs.
public)

Evaluation Questions






How much?
How many?
How economical?
How prompt?
How accurate?
How responsive?





How well?
How valuable?
How reliable?
How courteous?
How satisfied?
---------------------------

Accountability and
Effectiveness = How
well?
Collections/
services
Community
served: customers
Facilities
Technology and its
use
Collections/ services
Community served:
customers
Facilities
Technology and its use
Examples:
How much? How many? How well?
How satisfied?