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EXPLORING THE VALUE OF JOURNAL CLUB PARTICIPATION USING A HERMENEUTIC DIALECTIC PROCESS 7th International Conference on Qualitative and Quantitative Methods in Libraries May 2015—Paris, France
Andrea Miller-Nesbitt Lorie Kloda
Megan Fitzgibbons
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Overview • Background • The hermeneutic dialectic process • Our study • Our findings
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Journal clubs Meetings where participants engage in discussion of research publications
• Community of practice
• Research trends and methodologies
• Evidence based practice
• Informal learning in the workplace
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Prevalence of journal clubs
(Young & Vilelle, 2011, p.132)
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Research question
“What do librarians perceive as the value of participating
in journal club?”
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Goals
• Relevance of JCs for academic librarians
• Role of JC in facilitating a community of practice
• Impact of participation on practice • Impact of participation on research skills
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Method
The Hermeneutic Dialectic Process
Principle of interpretation
Method of examining opposing ideas
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Hermeneutic dialectic process
“[This process] is hermeneutic because it is interpretive in character, and dialectic because it represents a comparison and contrast of divergent views with a view to achieving a higher-level synthesis of them all” (Guba & Lincoln, 1989, p.149)
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Hermeneutic dialectic process
(Guba & Lincoln, 1989, p.152)
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Participants
Sampling
Recruitment • Recruitment message sent to 12 e-mail lists covering a
range of topics and regions • Received 19 responses from 6 different e-mail lists
13 Health—6 Arts—4 Engineering—1 Science—1 Other—2
Leaders—6 Members—7
4 2
7
11
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Researcher 1
• Interview 1 • Construction 1
Researcher 2
• Interview 2 • Construction 2
Researcher 3
• Interview 3 • Construction 3
Researcher 1
• Interview 4 • Construction 4
Method
Etc.
“After reading the construction, please let us know whether or not you feel your experience is accurately represented. If any additional impacts or values related to your participation in journal club come to mind as you read the construction please let us know.”
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Interview guide (example)
• Why do you participate in journal club?
• How has participating in the journal club made an impact? (ex. On your knowledge, practice, work, decisions, research, etc.)
• Are there expectations for librarians to conduct research/scholarship at your institution?
• Do you think your journal club has impacts beyond the direct participants?
• Are there impacts that you hope for in the long term that haven’t happened yet?
• What makes journal clubs successful? • Are there any negative outcomes or experiences from journal club?
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Areas of impact
Individual
Learning
Skill development
Motivation
Group
Collaboration
Culture building
Users
New initiatives
Upskilling librarians
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Findings: Impacts on the individual Area of impact Theme
Impacts on the individual (librarian)
Prioritizing time for learning Building knowledge about librarianship Improving professional skills Promoting deeper thinking about connections between theory and practice Building research skills, including critical appraisal Benefits from social interaction
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Findings: Impacts on the group Area of impact Theme Impacts on the group
Protecting time for learning Building a research culture Spurring collaborative actions
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Findings: Impacts on the user Area of impact Theme Impacts on users New services for users
Librarians are more capable, which benefits users Potential future impacts
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Limitations
Hermeneutic Dialectic Process • Constructors misrepresenting participants realities
• Subjectivity of constructions
Value/impact of librarians participation in JCs • Limited sample • Only participants’ own perspective considered
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Conclusions
The hermeneutic dialectic process allowed us to: • Collect a wide variety of perspectives • Construct a picture of the impact of journal club participation
• Provide a model for continuously evaluating impact
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Questions? Interested in participating?
Andrea Miller-Nesbitt McGill University [email protected] Lorie Kloda McGill University [email protected] Megan Fitzgibbons University of Western Australia [email protected]
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Selected references Freeman, M. (2005). Constant comparative method. In S. Mathison (Ed.), Encyclopedia of Evaluation. Newbury Park, CA: SAGE Publications. Guba, E.G. & Lincoln, Y.S. (1989). Construction and reconstruction of realities. In Fourth Generation Evaluation (pp. 142–155). Newbury Park, CA: Sage Publications. Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Walnut Creek, California : Left Coast Press, Inc. Marsick, V.J. & Watkins, K.E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 2001(89), 25-43. Willis, J., Jost, M., & Nilakanta, R. (2007). Foundations of qualitative research: Interpretive and critical approaches. Thousand Oaks: SAGE Publications. Young, P., & Vilelle, L. (2011). The prevalence and practices of academic library journal clubs. The Journal of Academic Librarianship, 37(2), 130-136.
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Photo credits Slide 3—”Calendar” by Julynn B, “Group” by Icons8, “Clock” by Dmitry Baranovskiy Slide 10—”Library” by inconsmind Slide 13—http://priyanathan.imagineteachers.com/files/2011/05/Illustration-raised-hands.jpg