Introduction

In the previous chapter, we explored the notions of models and theories, which essentially derive from research. As information professionals, students or enthusiasts, we derive new understanding from research that may help us improve connections and interactions between people (ourselves as well as others). We all read the results of the research conducted by others, and many of us will engage in research ourselves, whether as part of educational courses to achieve a qualification, or as an aspect of our professional activity as we strive to improve the services we offer. This chapter is designed to provide an overview of key issues that it is important to know about, whether we are reading or conducting research.

Research is basically an attempt to generate new understanding of something. High-quality research adheres to certain procedures and standards so that the understanding that is generated is based on evidence rather than prejudice, bias or whim. However, what constitutes ‘evidence’ – indeed, what constitutes ‘understanding’ – may be subject to differing interpretations – and the associated procedures and standards may differ accordingly.

As a reader of research, you may consider the findings of some investigations more relevant and useful than those of others. For example, if your view of what constitutes acceptable evidence emphasizes the need for research findings to be based on large samples of people and strong statistical analysis, you may consider the findings of a small-scale qualitative study based on interviews with 20 people, with no statistics to back them up, to be inconsequential in terms of influencing what you think about the topic, or in terms of influencing your behaviour or professional activity. You may, on the other hand, find that a large-scale statistical survey you have read about – whilst providing a very convincing and apparently watertight statistical analysis – nevertheless lacks an appreciation of real-life complexities to the extent that it lacks relevance and potential application to your own situation. Similar differences in conceptions of what is and is not convincing and potentially useful evidence may influence researchers in their choice of methodological approach to a particular project – and even in the nature of their research questions.