图书馆学的统计训练:图书馆情报学与社会学研究生课程的比较

Jung Mee Park
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引用次数: 1

摘要

图书馆情报学(LIS)的研究正变得越来越量化。然而,统计学并没有广泛地在美国大学的研究方法课程中教授,统计学课程在美国大学的课程中并不常见。以往对LIS统计的研究表明,研究人员在出版物中主要依赖描述性统计。这篇文章认为,美国国立大学的合作学科,如社会学,比美国国立大学的硕士课程更强调统计训练。由于社会学在定性和定量研究方法发展中的核心地位及其与图书馆学的相关性,社会学可以作为与图书馆学的适当比较。作者分析了109个硕士点(社会学47个,法学院62个)的课程要求和81个研究方法大纲(社会学60个,法学院21个)。对法学硕士(MLIS)和社会学硕士课程的分析显示,MLIS学生选修了0.6门研究方法课程,社会学硕士学生选修了2.7门研究方法课程。LIS项目通常需要一门方法课程,而社会学硕士项目需要三门。LIS的方法课程平均花费19%的教学时间在统计学上,而64%的社会学硕士课程的方法教学集中在统计分析上。86%的LIS研究方法课程涵盖了描述性统计,只有38%的LIS课程讨论了推理统计。LIS项目的统计培训仍然有限。美国的部门可以像社会学那样,通过教授推理统计和其他先进技术来进行统计培训。此后,信息专业人员可以更广泛地发表文章,并提供更好的研究支持。
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Statistics Training in Library Science: Comparing Approaches in Library and Information Science to Sociology Graduate Programs
Library and information science (LIS) research is becoming more quantitative. However, statistics is not extensively taught within LIS research methods courses, and statistics courses are uncommon within LIS programs. Previous research on statistics in LIS revealed that researchers have mainly relied on descriptive statistics in publications. This article argues that LIS’s partner disciplines, such as sociology, emphasize statistical training more so than do LIS programs at the master’s level. Sociology serves as an appropriate comparison to LIS because of its central status in the development of both qualitative and quantitative research methods and its relevance for library science. The author analyzed the curricular requirements of 109 master’s degree programs (47 sociology and 62 LIS programs) and 81 research methods syllabi (60 in sociology and 21 in LIS). The analysis of master’s in LIS (MLIS) and sociology MA curricula revealed that MLIS students took 0.6 research methods courses while sociology MA students took 2.7 methods courses. LIS programs typically required one methods course, whereas sociology MA programs required three. LIS methods courses spent on average 19% of instructional time on statistics, whereas 64% of sociology MA programs’ instruction in methods focused on statistical analysis. 86% of LIS research methods courses covered descriptive statistics and only 38% of LIS courses discussed inferential statistics. Statistical training in LIS programs remains limited. LIS departments could approach statistical training as sociology has done by teaching inferential statistics and other advanced techniques. Thereafter, information professionals can publish more widely and provide improved research support.
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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