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Planning Library Instruction Research: Building Conceptual Models with Theoretical Frameworks.

Robin M N Parker1

  • 1Dalhousie Libraries, Dalhousie University, Halifax, Nova Scotia, Canada.

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Summary

Researchers can improve library instruction studies by using theoretical frameworks. This approach helps justify research and understand complex educational interactions, particularly in informatics education.

Keywords:
Library instructionqualitative researchsociomaterialitytheoretical frameworks

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Area of Science:

  • Library and Information Science
  • Educational Research
  • Sociology of Technology

Background:

  • Many library instruction research evaluations lack explicit theoretical grounding.
  • This limits the coherence and justification of research approaches.
  • Understanding educational encounters requires robust conceptual models.

Purpose of the Study:

  • To highlight the limitations of evaluation approaches without theoretical frameworks.
  • To define key concepts for exploring educational complexities.
  • To advocate for theoretical framing in library instruction research.

Main Methods:

  • Discussion of common evaluation approach limitations.
  • Definition of core concepts for educational analysis.
  • Application of sociomaterialism and related theories in an illustrative study.

Main Results:

  • Theoretical frameworks enhance the justification and conceptual coherence of research.
  • Explicit theoretical framing aids in understanding complex educational encounters.
  • Sociomaterialism offers a lens for in-depth exploration of informatics education.

Conclusions:

  • Theoretical engagement is crucial for rigorous library instruction research.
  • Sociomateriality provides a valuable framework for qualitative studies in informatics education.
  • Adopting theoretical frameworks strengthens the impact and clarity of research findings.