(Foster & Gibbons) Studying students- The Library Study
1. Chapter 1: The results of this piece of the study directly impacted practices at the Rochester Library. What do you think would be the next steps if this study were expanded to a full action research study?
2. Chapter 2: How can direct quotes of participants impact the reader’s understanding or the power of a qualitative study?
3. Chapter 4: Using arguments of Barley from last week (“For a Definition of What Ethnography is Not’ article), how is what is presenting in this chapter an ethnography and how is it not?
4. Chapter 6: How could this methodology aid a qualitative researcher in developing a thick description of an event?
5. Chapter 11 What would be the benefits of using archetypal examples to present qualitative findings?
1. The design of The Library Study was very interesting. How would you use this type of design at your school site? Is it feasible considering the human and time resources that would be required?
2. One of the most intriguing parts of the study was the use of cameras. What is an example of camera use at your school site and what would be the benefit of using this approach?
3. During the facilities discussion in the study, reference was made to the use of remodeling grant money to redesign a 23,000 square foot section of the library. Since it is not realistic that most of us will have access to this type of funding to leverage during a formal study, how might we focus on facilities issues without funding to change anything?
4. It seemed that the information the researchers gained from the study was far from earth-shattering or surprising. Why are formal research studies even necessary for this type of project? Why does it take a study to flush out information and mobilize stakeholders?