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EAHIL + ICAHIS + ICLC 2015 Workshop consultation
This is a document version of the information and questions contained in the web-based
consultation survey of members of our three organisations. We provide this document in case it
is convenient to read through the survey questions alongside or before completing the survey.
Please complete the consultation survey by 13 November 2014
https://www.survey.ed.ac.uk/eahil-icahis-iclc-2015
Welcome
Welcome to the EAHIL + ICAHIS + ICLC 2015 Workshop consultation survey.
The 2015 Workshop will take place in Edinburgh, Scotland, on 10-12 June 2015.
The Workshop is a collaboration between the European Association for Health Information and
Libraries (EAHIL), the International Conference of Animal Health Information Specialists (ICAHIS)
and the International Clinical Librarian Conference (ICLC).
The aim of this survey is to gather your views on workshop topics that are being considered
by the International Programme Committee (IPC) for the 2015 Workshop.
The IPC will draw on your survey feedback to select topics for the Workshop.
The survey is completed anonymously, unless you add your name and contact details.
The survey takes about 20 minutes to complete, depending on how much information you
choose to provide. Your response can be saved part way through and finished later.
For easier reading on large computer screens, you may wish to adjust the size of your web
browser window.
On the next page, you will find more information about the theme of the 2015 Workshop and
the contents of this survey. You can also find a pdf containing all the contents of this survey
at http://www.docs.is.ed.ac.uk/mvm/EAHIL+ICAHIS+ICLC_workshop_consultation.pdf
In order to give your feedback, though, it is necessary to use the web survey.
Note that once you have clicked on the CONTINUE button at the bottom of each page you
cannot return to review or amend that page.
About the 2015 Workshop and contents of this survey
About the Workshop
The theme of the Workshop is 'Research-Minded: understanding, supporting, conducting
research'.
The primary aim of the Workshop is to equip participants with greater understanding of, and
practical skills in, research approaches and methods.
The rationale for this aim is that understanding and experience of research makes us better
able to support clinicians, researchers, teachers and students. It also equips us as reflexive
practitioners to engage critically and analytically with the daily activities of our work, and
develops our skills fundamental to taking an evidence-based approach to our professional
practice. These skills are also necessary for measuring and demonstrating impact of our
services.
The format of the workshop sessions will be participative and practical, though the IPC may
select some topics for keynote or plenary presentations.
Contents of this survey
The survey is made up of several sections. In each section, you will be presented with a few
topics.
We ask you to rate your interest in each topic on a scale of 1 to 5.
You may also add comments for any topic.
Many of the topic descriptions provide links to examples or further information. These are
simply provided in case you would like to find out more about the topic; you are really not
expected to read any of the linked sources in order to complete the survey.
If you are interested in proposing a workshop session, the final section provides a form for you
to fill in with an initial proposal.
Sections:
1.
2.
3.
4.
5.
6.
Overview and introductory topics
Qualitative research approaches
Data collection methods
Qualitative data analysis methods
Quantitative data analysis methods
Miscellaneous topics (Archives, Benchmarking, Research Data
Management, Systematic reviews, Text mining)
7. Communicating your work (Presentation skills and more)
8. Present your own work in progress
9. Propose a topic, a person, or workshop session
EAHIL + ICAHIS + ICLC 2015 Workshop consultation survey 3-13 November 2014
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p. 5
p. 6
p. 7
p. 8
p. 9
p.11
p.11
p.12
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Overview and introductory topics
The topics listed in this section are intended to give participants a good overview or
introductory understanding. They could be plenary or practical workshop sessions.
How would you rank your interest in each topic?
1. Research-informed practice
This session builds on the messages of the 2013 Stockholm workshop and considers 'research' -or being 'research-minded' -- as part of our professional practice. Taking a research-informed
approach can help us see ways of demonstrating impact of library services, understanding and
improving user-experience, benchmarking services, evaluating resources, and many more core
aspects of our services.
2. Methods, methodology and epistemology – why we should care
This topic introduces us to ways of thinking about the way we frame questions and approach
data and analysis. Even a basic understanding makes our application of research methods much
more robust.
3. Research ethics
In carrying out a research project, the researcher is often in a privileged position and
implications for participants, ethical use of data, integrity of approach, and other ethical
aspects must be considered.
See e.g. Resnik DB. What is Ethics in Research & Why is it Important? National Institute
of Environmental Health Sciences 2011 [website]
www.niehs.nih.gov/research/resources/bioethics/whatis/
See also e.g. www.tenk.fi/en/frontpage
4. Designing a research project
This introductory session covers how to design a research project, starting with the research
question and extending to how to capture and analyse the most appropriate data to address
the question.
See e.g. USC Libraries. Organizing Your Social Sciences Research Paper. [web guide, last
update June 2014] http://libguides.usc.edu/writingguide
5. Qualitative methods in LIS
As a by-product of many library systems, we gather numerical data -- how many clicks, patterns
of use, fees and costs per use -- but numerical data are insufficient to understand why users do
what they do or their experiences of library services. This session introduces qualitative
methods to make them more accessible to a profession pre-disposed to rely on quantitative
data.
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6. Mixed methods
Mixed methods studies draw on both qualitative and quantitative methods, and may be argued
to give a higher quality study (where the different methods employed can complement and
balance one another) as well as a more holistic understanding of the topic of study.
See e.g. Fidel R. Are we there yet?: Mixed methods research in library and information
science. Library & Information Science Research. 2008; 30(4): 265–272.
http://faculty.washington.edu/fidelr/RayaPubs/sdarticle.pdf
See also e.g. http://mmira.wildapricot.org/
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Qualitative research approaches
This section lists a few approaches to conducting qualitative research that could be explored in
seminars or practical workshop sessions.
How would you rank your interest in each topic?
7. Action research
This research method is probably one of the easiest to integrate with a busy working context.
Depending on the precise methods used (there are variations!) it can involve user and staff
groups in ways that richly inform improvements to practice or services. The project can take
incremental steps to data gathering and testing of changes, allowing for well-informed and
tested adjustments over time.
See e.g. Civallero E. Action-Research application in Evidence-Based practice for libraries. In
73rd IFLA General Conference and Council, Durban (South Africa), 19-23.Aug.2007
http://archive.ifla.org/IV/ifla73/papers/154-Civallero-en.pdf
8. Grounded Theory
Grounded theory was initially developed by Glaser and Strauss as a method to be used to
generate theories strongly 'grounded' in qualitative data. Constructivist grounded theory is now
commonly used in healthcare (and other) settings and has a primary aim of understanding
'difference and variation' rather than attempting to generalise findings to identify 'patterns in
social life and create abstract generalizations'. (Charmaz and Bryant, 2011 p293)
See e.g.
Charmaz, K. & Bryant, A. Grounded theory and credibility. In: Silverman, D. (ed.) Qualitative
research : issues of theory, method and practice. 3 ed. London: SAGE. 2011.
Forcier E, Rathi D, Given LM. Knowledge Management and Social Media: A Case Study of
Two Public Libraries in Canada. Journal of Information & Knowledge Management.
2013;12(04):1350039. www.worldscientific.com/doi/abs/10.1142/S0219649213500391
9. Phenomenography
One strong feature of phenomenographic analysis is the identification of variations of
experience or views of participants, whereas many approaches focus on a narrow scope of
majority views.
See e.g. Webber S, Boon S, Johnston B. A comparison of UK academics’ conceptions of
information literacy in two disciplines: English and Marketing. Library & Information
Research. 2005; 29(93): 4-15.
http://ww.lirgjournal.org.uk/lir/ojs/index.php/lir/article/viewFile/197/242
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Data collection methods
This section lists several methods for data collection that could be explored in seminars or
practical workshop sessions.
How would you rank your interest in each topic?
10. Delphi technique
The Delphi method is historically used for generating sophisticated forecasts (in business and
markets, for example) from iterative inputs from experts. More recently in public policy making
and development, the technique has been used consultatively to identify trends, issues and
potential outcomes.
As an example of a publication created using the Delphi technique, see Johnson L, Adams
Becker S, Estrada V, Freeman A. NMC Horizon Report: 2014 Library Edition. Austin, Texas:
The New Media Consortium; 2014. Available from: http://cdn.nmc.org/media/2014-nmchorizon-report-library-EN.pdf
11. Focus group techniques
Focus groups are often used to gather feedback and ideas from library users to inform service
developments. When run well, focus groups are a relatively inexpensive way of getting high
quality, complex and nuanced information.
See e.g. Higa-Moore ML, Bunnett B, Mayo HG. Use of focus groups in a library's strategic
planning process. J Med Libr Assoc. Jan 2002; 90(1): 86–92.
www.ncbi.nlm.nih.gov/pmc/articles/PMC64762/pdf/i0025-7338-090-01-0086.pdf
12. Interview techniques
Interview skills are fundamental to many areas of everyday practice as information
professionals, and interviews for gathering data take those skills some steps further.
See e.g. Guion LA, Diehl DC, McDonald D. Conducting an In-depth Interview. University of
Florida. 2013. [web page] http://edis.ifas.ufl.edu/fy393
13. Participant observation
Participant observation can yield data about activities and behaviours that are difficult to obtain
by other means.
See e.g. McKnight M. The information seeking of on-duty critical care nurses: evidence from
participant observation and in-context interviews. J Med Libr Assoc. 2006; 94(2): 145-151.
www.ncbi.nlm.nih.gov/pmc/articles/PMC1435853/
14. Survey design
Surveys are a very efficient way of gathering data routinely (e.g. following courses) or to inform
particular service developments. And yet, it can be very difficult to write questions that are
clear to participants and effective for gathering the necessary data.
See e.g. Library Research Service. Library User Survey Templates & How-Tos. 2013 [website]
www.lrs.org/library-user-surveys-on-the-web/
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Qualitative data analysis methods
This page lists a few methods of qualitative data analysis that could be explored in seminar or
practical workshop sessions.
How would you rank your interest in each topic?
15. Meta-synthesis
Meta-synthesis is usually the secondary analysis of primary qualitative studies. Meta-syntheses
can be used to summarise and allow new interpretations of primary research findings or to
develop theoretical concepts in a given area. Meta-synthesis can provide the methods for
narrative analysis in systematic reviews that do not include a meta-analysis of quantitative
data.
See e.g. Urquhart C. Metasynthesis of research on information seeking behaviour.
Information Research [Internet]. 2010;16(1) paper455. Available from:
www.informationr.net/ir/16-1/paper455.html
16. Systematic Text Condensation
Systematic text condensation provides a structured method for analysis of multiple qualitative
data sources, leading to generation of concepts and themes. This approach may be particularly
useful for researchers new to qualitative analysis.
See e.g. Malterud K. Systematic text condensation: a strategy for qualitative analysis.
Scandinavian journal of public health. 2012;40(8):795-805.
http://sjp.sagepub.com/content/40/8/795.abstract
17. Thematic analysis
As a foundational skill in qualitative methods, thematic analysis provides methods for making
sense of free responses from participants (whether from surveys or interviews), participant
observation notes, or even literature reviews.
See e.g. Sormunen E, Tanni M, Heinström J. Students’ engagement in collaborative
knowledge construction in group assignments for information literacy. Information
Research. 2013; 18(3) paper C40. http://InformationR.net/ir/18-3/colis/paperC40.html
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Quantitative data analysis methods
This section lists a few methods of quantitative data analysis that could be explored in seminar
or practical workshop sessions.
How would you rank your interest in each topic?
18. Descriptive statistics
An understanding of descriptive statistics is a foundation for working with numerical data.
Descriptive statistics are used in most quantitative reports to summarise data. This involves
understanding types of data (categorical, ordinal) and measures such as frequency, ways of
calculating averages (and the implications), and standard deviation.
See e.g. www.socialresearchmethods.net/kb/statdesc.php
See e.g. Harker K. Statistics for Librarians, Session 2: Descriptive statistics. May 2014. [slides
with video-recorded presentation, 107 minutes]
www.slideshare.net/KarenHarker1/descriptive-statistics-34291837
19. Inferential statistics
Inferential statistics are commonly used to measure differences between groups – for example
in a trial, to measure the differences in effect of an intervention compared to a control. These
tests are also designed to test whether any differences are likely to be a result of an
intervention or likely to have been a chance outcome.
See e.g. Dilevko J. Inferential statistics and librarianship. Library & Information Science
Research. 2007;29(2):209-29.
www.sciencedirect.com/science/article/pii/S0740818807000394
20. Meta-analysis (quantitative methods in Systematic Reviews)
The secondary analysis of comparable primary quantitative data is a core element of many
systematic reviews in healthcare.
See e.g. Deeks JJ, Higgins JTP, Altman DG. Analysing data and undertaking meta-analyses.
In: Cochrane Handbook for Systematic Reviews of Interventions v5.1. Chapter 9. 2011
http://handbook.cochrane.org
21. Social network analysis
Social network analysis is a quantitative approach that uses connections between (usually)
people or organisations to map structures of networks. This can illuminate, for example,
patterns of information exchange and support in the study of organisations; not all things
exchanged in a network are good: SNA is used in the study of disease to map flows of
transmission.
See e.g. Ding Y. Scientific collaboration and endorsement: Network analysis of coauthorship
and citation networks. J Informetr. 2011; 5(1): 187–203.
www.ncbi.nlm.nih.gov/pmc/articles/PMC3041944/
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Miscellaneous
This section contains a mix of workshop topics that we couldn't easily fit into a theme. These
could be explored in seminar or practical workshop sessions.
How would you rank your interest in each topic?
22. Archives and historical sources
Drawing on University of Edinburgh collections, this workshop session focuses on how to use
laboratory or medical archives for research purposes, and how research can benefit from a
historical dimension. Institutions with archival materials can raise the profile of the institution
and the collections by highlighting the historical value.
See e.g. Towards Dolly: Edinburgh, Roslin and the Birth of Modern Genetics [website]
www.archives.lib.ed.ac.uk/towardsdolly/
23. Benchmarking
Benchmarking is a process of comparing services and processes across organisations to identify
good practices, compare performance and efficiency and identify areas for development.
Benchmarking work can inform strategic plans and be linked to the strategic goals of the wider
institution.
See e.g. Dudden RF, Corcoran K, Kaplan J, Magouirk J, Rand DC, Smith BT. The Medical
Library Association Benchmarking Network: development and implementation. J Med Libr
Assoc. 2006;94(2):107-17.www.ncbi.nlm.nih.gov/pmc/articles/PMC1435860/
24. Research Data Management
As library and information services expand services to better support researchers, it is
important for information professionals to be knowledgeable about requirements for, and tools
and services to better support, data management.
See e.g. MANTRA Do-It-Yourself Research Data Management Training Kit for Librarians
http://datalib.edina.ac.uk/mantra/libtraining.html
25. Systematic reviews – advanced search strategy design and search techniques
Many library and information specialists are asked to design and carry out the searches in
systematic review teams, or to give expert advice to researchers undertaking their own
reviews.
See e.g. Dudde RF, Protzko SL. The Systematic Review Team: Contributions of the Health
Sciences Librarian, Medical Reference Services Quarterly, 2011;30:3, 301-315.
www.tandfonline.com/doi/abs/10.1080/02763869.2011.590425
26. Text mining
As more resources are published electronically, sophisticated text mining techniques are
becoming increasingly available to researchers. In addition to exploring methods and tools for
text mining, there are implications for intellectual property rights and licensing (recently
Elsevier has proposed a new element for their ejournal licences:
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www.elsevier.com/connect/elsevier-updates-text-mining-policy-to-improve-access-forresearchers).
See e.g. Lavengood KA, KiserP. Information Professionals in the Text Mine. Information
Today. May/June 2007. [web page]
www.infotoday.com/online/may07/Lavengood_Kiser.shtml
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Communicating your work
This cluster of workshop topics is all about developing skills to make the right type of impact on
your audience - whether it is to share your research project findings or library service
developments.
These topics will be covered in practical sessions, many giving opportunities to work on your
own material.
27. Write a great article or report
Gain a practical understanding of what elements contribute to a successful article or report
28. Give a great presentation
This session covers elements such as presentation skills, approaches to speaking to groups with
confidence, and how to design and speak to meaningful slides and visual aids.
29. Create a great poster
Tools and techniques for creating a poster that has both visual and informational impact.
30. Communicating with purpose
Develop skills to communicate with impact in formal settings like meetings, and also to identify
and collect spontaneous feedback during discussions.
31. Use social media to increase your impact
Tools and techniques to make your findings, publications, or library services, reach a wider
network of interested people.
Present your own work in progress
This workshop element is centred round your own on-going projects.
32. Works in progress – presentations & discussions
Workshop participants present research ideas or work in progress and expert guests and
participants ask questions, share ideas and suggest ways forward. Participants will be asked to
submit some details in advance for selection to this session and so that mentors/discussants
can be identified to be in the audience.
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Propose a topic, a person, or workshop session
Do you think something is missing from the options presented here?
Would you like to offer, or suggest someone, to lead one of the workshop sessions?
Would you like to propose a new workshop session that you would lead?
Propose a new topic or workshop session
Do you think something is missing from the options presented in this survey?
33. Please tell the IPC about your topic suggestion
Suggest someone, maybe even yourself, to lead one of the workshop sessions
Let the IPC know if you have, or would like to suggest someone else with, particular experience
or skills that would be a good match for one of the workshop sessions.
34. Please indicate the topic
a. Please provide name and contact information (email, website or institution) (Optional)
b. Please provide some details about why there is a good match between the person you
are suggesting and the topic of the session.
Propose a new workshop session that you would lead
Let the IPC know if you'd like to propose to lead a workshop session.
35. Please give a title and description of the topic
a. Please provide your name and contact information (email, website or institution)
b. Please provide some details about your experience with the topic of the session.
c. Who would be the target audience for this session?
d. What type of space, and what equipment and facilities would be needed for this
session?
e. How much time would be needed for the session? Please indicate an ideal amount of
time as well as a minimum amount of time.
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