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LIS 570

LIS 570. Session 8.2 Notes on Presentations and Papers . Objectives. Have a guideline for structuring presentations and papers Be aware of differences in structure for qualitative and quantitative studies Provide opportunity to explore questions at this stage of the research process.

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LIS 570

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  1. LIS 570 Session 8.2 Notes on Presentations and Papers

  2. Objectives • Have a guideline for structuring presentations and papers • Be aware of differences in structure for qualitative and quantitative studies • Provide opportunity to explore questions at this stage of the research process

  3. Agenda • Basics • Distinction between quantitative and qualitative • Typical outlines for written and oral presentations • Further reading and discussion • Discussion of peer feedback

  4. Basics Style: written, presentation • Appropriate for audience (a bit more formal than usual) • Style manual (APA, Chicago) • EndNote • (Author date) in text; bibliography at end • Minimize footnotes

  5. Basics (cont.) • Narrative: you’re telling a story—logically and with appropriate weight to different points; prepare audience for any new concepts or language; may use narrative ‘hook’ • Fun and interesting: everyone is wanting you to have a successful article/presentation • Communication • English (grammar, punctuation, etc.) • Slides: simple, graphics as appropriate, little detail (use handouts for details if necessary) • Proofread, proofread, proofread

  6. BasicsConventions Voice and Point of View • Active has more impact (for practitioners) • Passive is often used in scientific writing • 1st person for qualitative or interpretive studies • 3rd person for quantitative (positivist) studies Tense Present or past for completed studies Future for proposed studies Be consistent!

  7. Written Report (Paper)Components • Introduction • Method (detailed procedure) • Results (data and analysis) • Findings (interpretation of results—meaning) • Conclusions and discussion (significance)

  8. Introduction • Purpose • Motivation • Research Question • Approach (paradigm) • Literature about the problem, deficiencies • Audience (for whom you’re writing)

  9. IntroductionPurpose Statement “specific and accurate synopsis of the overall purpose [goal] of the study” (Locke 1987) Qualitative statement implies or expresses the assumptions of the qualitative paradigm; words such as intent, objective,…to call attention to the focus and controlling idea Avoid words that imply direction or values (successful, useful,…) or cause and effect (relationship, association, comparison…) Use words such as describe, understand, discover,…

  10. IntroductionPurpose Statement Quantitative statements must have a clear understanding of the variables and constructs that are being studied Begin with identification of the variables (independent, intervening, dependent) Identify the theory, model, or conceptual framework; mention the specific method of inquiry (survey, experiment)

  11. Method • Design • Procedure used • Ethical issues • Details (e.g., questionnaire) may be in an appendix or exhibit

  12. Research QuestionQuantitative • Structured by theoretical framework or model • Variables • Contructs • Hypothesized relationship

  13. Role of TheoryQuantitative, Experiments • Theory provides framework for deductive study • Is typically used to introduce the study report Often: objective is to test hypothesis Designed in advance: data collection, coding, analysis (all variables and constructions are specified, defined, “operationalized”) Sampling designed for statistical significance Statistical tests specified in advance Outcome may be “generalizable” and often provides either “support” or “non-support” for hypothesis and theory

  14. Role of TheoryQualitative, Interpretive “Theory” is similar (set of interrelated constructs used to explain data) to “theory” in quantitative research, but use is different Typically study is inductive, and theory is used to explain observations or patterns Theory is introduced after the data are presented

  15. Reporting your research • The presentation of the results • A discussion and interpretation of the results, i.e., what they mean to you, and any limitations or concerns—e.g., ethical, validity, reliability • Conclusions • Significance and implications (practical, further research [be specific])

  16. Drawing conclusions • What did you ask? • What did you find? • What do you conclude? • To whom do your conclusions apply?

  17. Cautions Presentations (~20 minutes) • Time budget for different components • Danger: spending too much time on background, introduction, literature • Slow down: clarity; enable audience to absorb and reflect on your points • “Serious” but fun

  18. Good Reference Above guidelines draw heavily from John W. Creswell): Research Design Qualitative & Quantitative Approaches (Sage 1994)

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