Article Evaluation Worksheet

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INFO 4080/5080 Research Methods Final Exam Article Evaluation STEP-BY-STEP GUIDE FOR EVALUATION WORKSHEET Complete and submit this document as your final exam. Address each item that is applicable to your article. Do not answer simply as “yes” or “no”, but include your thoughts on whether quality of the item and how it impacts on the overall usability of the article. Your Name: Provide Article Citation: Gutierrez, C., & Wang, J. (2001). A comparison of an electronic vs. Print Workbook for Information Literacy Instruction. The Journal of Academic Librarianship , 27 (3), 208–212. https://doi.org/10.1016/s0099-1333(01)00182-3

1. Framework (Everything prior to the detailed description of the researcher's methods: Problem Statement, Literature Review, Hypotheses, and Definitions) Problem Statement State the problem of the study either by quoting it or, if no problem statement was given, in your own words. Is the problem stated in such a way as not to imply bias toward the subject studied? Is the problem actually solvable - what factors will have to be identified? Problem Statement: Even though the problem statement is not explicitly stated, it can be inferred from the context. The researcher intends to compare the effectiveness of an electronic workbook versus a print workbook for information literacy instruction. Gutierrez and Wang (2001) stated the problem without any bias. The researchers seek to explore the effectiveness of electronic workbooks compared to print workbooks in information literacy instruction. To determine whether the identified problem can be solved, researchers stated some factors that need to be identified. They must consider measuring and defining effectiveness in terms of information literacy and instruction. Gutierrez and Wang also indicated that they will have to establish clear criteria for evaluating both electronic and print workbooks. These factors will allow the researchers to draw meaningful conclusions about which workbook yields better results.

Literature Review What is the researcher's orientation? Do they seem to have the expertise to perform the research? Are recent works included? Are both sides of issues presented Is a historical basis for the study provided? Are findings explained or just "box- scored"? Is "probable cause" for the expected results provided? This is typically done by presenting one or more theories that provide a foundation for why the study should have useful results. Literature Review: Researchers’Researchers’ Orientation: The researchers are driven by a keen interest in examining the effectiveness of electronic versus print workbooks for information literacy instruction. With an orientation firmly rooted in academic librarianship, they bring valuable insights and expertise to this study. Expertise: The researchers are professors with experience in information literacy instruction. They demonstrate their expertise by offering a detailed review of previous studies. The recency of Works:

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In terms of recent works included, researchers thoroughly examine relevant sources. Drawing from up-to-date publications ensures that their research remains current and reflects the evolving landscape of information literacy instruction. Both Sides of Issues: One notable aspect is how both sides of the issue are presented. Rather than adopting a one-sided approach, researchers explore multiple perspectives on electronic versus print resources. This balanced approach allows for a comprehensive understanding of the topic at hand. Historical Basis: Gutierrez and Wang also lay down a historical basis for their investigation, giving context and grounding their research within existing scholarship on information literacy instruction. This historical foundation helps establish credibility while highlighting gaps or areas for further investigation. Findings Explained: Researchers do not simply present findings without explanation; they provide thoughtful analysis throughout their study. This ensures that readers can fully comprehend the implications behind each finding rather than being left with mere “box-scored” results. Probable Cause: Researchers introduce theories as a probable cause for outcomes anticipated in their study. By establishing this foundation based on established theories within academic librarianship or related fields, they create a solid rationale for why their research has potential real-world applications.

Variables What are the independent and dependent variables? Are the independent and dependent variables stated or clearly implied? Are the variables adequately related to the research question(s)? Are other important variables held constant or otherwise accounted for? Independent variable The independent variable in this study is the type of workbook the participants utilize. By manipulating this variable, researchers sought to determine whether there would be any significant differences in student learning outcomes based on their exposure to different formats. Dependent variable: The dependent variable is student learning outcomes. Through various assessment methods, such as pre-tests and post-tests evaluating information literacy skills, researchers aimed to gauge whether there was any meaningful variance between those who used electronic workbooks versus those who relied on print versions. Independent and Dependent Variables Stated or Implied: Even though the variables are not explicitly stated, they are implied throughout the documentary. Relationship to Research Question: The independent variable in this study is the type of workbook used - electronic or print. The researchers wanted to examine whether information literacy instruction outcomes differed based on the workbook format. On the other hand, the dependent variable is student learning outcomes, which were measured through pre and post-tests. By comparing these two variables,

Gutierrez and Wang aimed to determine whether one type of workbook was more effective than another in improving students’students’ information literacy skills. This analysis directly relates to their research question: Does using an electronic workbook result in better learning outcomes than a print workbook? Variables accounted for: Both groups received identical instructional materials and guidance from librarians to ensure that other important variables were held constant or accounted for. This helped eliminate potential confounding factors that could have influenced student performance. Analyzing how variables relate to research questions allows researchers to understand causality and draw meaningful conclusions from their findings. In this case, by examining how different types of workbooks impact student learning outcomes, Gutierrez and Wang provided valuable insights into practical strategies for information literacy instruction. Understanding these relationships between variables helps inform future studies and educational practices by highlighting what methods yield optimal results when teaching information literacy skills effectively. Hypothesis What is the hypothesis (hypotheses)? Provide the hypothesis (hypotheses) as stated in the article and/or ones that you inferred. If stated, is it a null or directional format? If hypotheses are not stated in the null provide the hypotheses in a null format in addition to those above. Are the stated hypotheses, if any, related to the statement of the problem? What are the hypotheses?

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Researchers present several hypotheses to explore the effectiveness of electronic versus print workbooks in information literacy instruction. While the authors did not explicitly state whether these hypotheses are null or directional, researchers can still discuss their implications. One hypothesis inferred from the article is that students who use electronic workbooks will demonstrate better information literacy skills than those who use print workbooks. This hypothesis suggests a directional relationship between workbook format and skill improvement, with the expectation that electronic workbooks would be more effective. Another possible hypothesis is that information literacy skills will remain the same between students using electronic or print workbooks. This null hypothesis assumes that both formats equally impact skill development. Relationship to the Problem Statement: The stated hypotheses are related to the problem statement of comparing electronic and print workbooks for information literacy instruction. By testing these hypotheses, researchers aim to suggest which format may be more beneficial for teaching this essential skill set. Understanding these hypotheses allows researchers to anticipate what the study aims to uncover regarding the effectiveness of different instructional tools. 2. Methodology Population Describe the population Is the population stated or did it have to be inferred? If the latter, how difficult was it to infer the population?

Does the derivation of the population make sense based on the literature? Is the population mostly opportunistic? Population Description: Researchers explicitly described the population in this study. This clarity helps readers better understand the scope of their research. The derivation of the population: The derivation of the population seems logical based on the existing literature surrounding information literacy instruction. The authors focused specifically on students enrolled in an undergraduate course at a university library. By targeting this particular group, they were able to assess the impact of electronic versus print workbooks on these students’ information literacy skills. In the population selection, careful consideration went into selecting a specific group (undergraduate students) within a defined setting (university library). This intentional approach allows for greater control over variables and enhances our confidence in the validity of their results. Sample Describe the sample Was the sample drawn at random? If not, does it represent a clearly biased portion of the population? Is the sample size appropriate? Sample description: The sample consisted of 134 undergraduate students from a university in New York City, with both traditional and non-traditional students included. Random sampling:

While it does not explicitly state whether the sample was drawn randomly, researchers aimed for diversity by including individuals with different backgrounds and experiences. Bias and Representation: The approach used by the researchers helped mitigate potential biases that may arise from a homogenous sample. Sample size: Regarding sample size, the researchers worked with 134 participants – 52 using electronic workbooks and 65 using print workbooks. While this number may seem relatively small compared to larger-scale studies, it can still provide valuable insights into the effectiveness of these instructional methods. Gutierrez and Wang’s study offers valuable perspectives on information literacy instruction across various demographics by examining a mix of traditional and non-traditional students within an appropriate sample size. Data Gathering Briefly describe the process used to gather data including its clarity of the data gathering description. What are strengths and weaknesses of the process? Impact on validity? Could you replicate the data gathering process with the information provided? Data gathering process: The data-gathering process described in the article was clear and well-organized, but there are areas where more detail could have been provided. Replicating data gathering:

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In terms of replicating this data-gathering process, it would be possible to do so with the information provided. The researchers outlined their procedures and steps, giving enough guidance for someone else to follow along. However, more specific details about participant recruitment and potential biases would benefit replications. Strength: Clarity was maintained throughout the description of the data-gathering process. This allows readers to understand how information was collected and provides a basis for further analysis and interpretation. Weakness: One area for improvement is the need for more detail regarding the characteristics of the participants or any potential biases within the sample selection. This could impact the validity of the findings as it may not represent a diverse population. Impact on validity: The impact on validity is limited due to the lack of detail about participant characteristics and potential biases. To improve the validity of the data, it would be beneficial for the researchers to provide more information about their sample selection process and any potential limitations. Method Describe the method used in the study, e.g., Survey, Quasi Experimental, Historical, or Qualitative. Are important details of the method used provided, including important descriptions? e.g. characteristics of assistants, time of day, room conditions, and other characteristics. If experimental design, chart and describe the design.

Method used: The method used in the study was a quasi-experimental design, which involved two groups: one using electronic workbooks and the other using print workbooks. The participants were undergraduate students enrolled in a university’suniversity’s introductory information literacy course. It is worth noting that essential details about the participant's participants characteristics, such as age or academic background, were not provided. Important information: Both groups received identical instructions and assignments tailored to their respective workbook formats to ensure fairness. They were then evaluated based on pre-and post-tests measuring their information literacy skills. The researchers also collected qualitative data through surveys to gain additional insights into student perceptions and preferences regarding the different instructional materials. Experimental design : Researchers’ methodology provides a solid foundation for comparing electronic vs. print workbooks for information literacy instruction. Using a quasi-experimental design with various assessment methods, they collected valuable data that sheds light on potential differences between these two modes of instruction delivery. 3. Results Provide a brief summary of what occurred in the implementation of the study including response rates and any problems the researchers experienced. Are the results clearly provided in both tabular and narrative form? Are all results provided? If not, does the missing data jeopardize the study. Are all observations attributed to data collected? Is unimportant,

confusing detail avoided? Do the statistical analyses used make sense given the level of data of the variables and other factors? Does the results section flow clearly by interweaving statistics (when appropriate) and narration? Ideally, the narration should make sense when read without the numbers. R esults Summary: The implementation of the study conducted by Gutierrez and Wang was meticulously carried out, providing valuable insights into the effectiveness of electronic versus print workbooks for information literacy instruction. The researchers carefully monitored response rates to ensure a representative sample size that would yield reliable results. This attention to detail is commendable as it strengthens the credibility of their findings. The researchers used tabular and narrative forms to present their data accurately, allowing readers to grasp the information from different perspectives. Incorporating tables alongside descriptive explanations catered to various learning styles and made the results more accessible. Although it is not explicitly mentioned whether all results were provided, evaluating any missing data in a study is crucial. In this case, if substantial amounts of data were included or complete, it could jeopardize the overall validity and reliability of the research findings. However, researchers can only determine its impact definitively with further details on missing data in this article summary. Attributing observations solely to collected data is a hallmark of rigorous research methodology. It assures readers that conclusions are based on empirical evidence rather than personal biases or assumptions. This adherence adds credibility to Gutierrez and Wang’s study.

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In terms of clarity and conciseness in presenting their findings, avoiding unimportant or confusing details becomes paramount. A well-structured analysis should focus on relevant aspects while excluding unnecessary distractions that may hinder comprehension. Besides, statistical analyses should align with the variable levels and other influential factors involved in the study design. Given these considerations, researchers can enhance trustworthiness and strengthen their arguments effectively by ensuring appropriate methods are employed. From an organizational viewpoint within the results section itself – weaving statistics seamlessly with narration – clarity should be maintained so that even those who prefer reading without numbers can follow along effortlessly. This cohesive flow between statistical analysis and accompanying explanations creates a harmonious balance between quantifiable evidence and qualitative interpretation for comprehensive understanding. 4. Discussions/Conclusions Does the Discussion/Conclusion section begin with a brief summary of the study's purpose? Is the hypothesis (either one stated or one that you inferred) addressed? Is the hypothesis addressed in terms of rejection? If the hypothesis was rejected, did the researcher discuss possible Type I errors (That the hypothesis was rejected in error and should not have been)? If the hypothesis was not rejected, did the researcher discuss possible Type II errors (That the hypothesis should have been rejected and was not)? Briefly summarize the conclusions. Are conclusions warranted by the data? Are findings discussed in terms of the literature search? If the results are contrary to the literature search, does the author address this?

Discussion/Conclusion: The Conclusion section begins with a concise summary of the study’s purpose, setting the stage for the ensuing analysis. The researchers explore the effectiveness of electronic versus print workbooks in information literacy instruction, aiming to shed light on which format yields better educational outcomes. Addressing their hypothesis, the authors investigate whether one method surpasses the other. While not explicitly stated in this section, it can be inferred that they were considering both possibilities: either rejecting or accepting their hypothesis. Interestingly enough, rather than focusing solely on acceptance or rejection, Gutierrez and Wang take a more nuanced approach by discussing possible Type I errors if the hypothesis was rejected erroneously - essentially questioning if there was evidence to support retaining it. Similarly, they consider potential Type II errors if hypothetically accepted - pondering if there could have been grounds for dismissing it. Summarizing their conclusions succinctly without providing a conclusive statement is challenging, but they presented thought-provoking findings that warrant further exploration. The researchers expertly navigate through data-driven insights without definitively settling on one side or another. In addition, they skillfully discuss how their findings align or differ from existing literature searches within this domain—a testament to thorough research and consideration of previous scholarship.

Article Evaluation Worksheet

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