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            "title": "Direct Assessment of Information Literacy using Writing Portfolios",
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                    "firstName": "Davida",
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            "abstractNote": "An investigation into the effectiveness of information literacy instruction for undergraduates at a technological university suggested some deficiencies in students' information literacy skills. Also shown is that a careful and rigorous approach to assessment can provide the basis for improvement.",
            "publicationTitle": "The Journal of Academic Librarianship",
            "publisher": "",
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            "date": "2007",
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            "DOI": "http://dx.doi.org/10.1016/j.acalib.2007.03.005",
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            "creatorSummary": "Fidel",
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        "data": {
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            "title": "Are we there yet?: Mixed methods research in library and information science",
            "creators": [
                {
                    "creatorType": "author",
                    "firstName": "Raya",
                    "lastName": "Fidel"
                }
            ],
            "abstractNote": "Mixed methods research (MMR)—which integrates qualitative and quantitative methods in one study to improve the study's quality—is not common in library and information science (LIS) and has not been discussed in its literature. While still evolving and generating much discussion about its nature and standards for its evaluation, {MMR} has been employed in the social and behavioral sciences for more than three decades. It is already considered the third approach to research, along with the quantitative and qualitative approaches. How did this approach shape research in LIS? An analysis of 465 articles published in four major {LIS} research journals revealed that 22 articles (5%) employed MMR. However, the recognition of {MMR} by name or as a research method was absent from these articles and from the methodological literature in LIS. The various strengths of {MMR} suggest that being cognizant of its possible use in {LIS} would benefit researchers in the field.",
            "publicationTitle": "Library & Information Science Research",
            "publisher": "",
            "place": "",
            "date": "2008",
            "volume": "30",
            "issue": "4",
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            "pages": "265 - 272",
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            "DOI": "http://dx.doi.org/10.1016/j.lisr.2008.04.001",
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    {
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        "version": 5,
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            "creatorSummary": "Kenney",
            "parsedDate": "2012",
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        "data": {
            "key": "2G6VM46Z",
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            "itemType": "journalArticle",
            "title": "Getting results: small changes, big cohorts and technology",
            "creators": [
                {
                    "creatorType": "author",
                    "firstName": "Jacqueline L.",
                    "lastName": "Kenney"
                }
            ],
            "abstractNote": "",
            "publicationTitle": "Higher Education Research &amp; Development",
            "publisher": "",
            "place": "",
            "date": "2012",
            "volume": "31",
            "issue": "6",
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            "pages": "873-889",
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            "DOI": "10.1080/07294360.2012.672402",
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    {
        "key": "R7XK239C",
        "version": 4,
        "library": {
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            "name": "AiA UIowa Libraries",
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            },
            "creatorSummary": "Bowler and Large",
            "parsedDate": "2008",
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        },
        "data": {
            "key": "R7XK239C",
            "version": 4,
            "itemType": "journalArticle",
            "title": "Design-based research for {LIS}",
            "creators": [
                {
                    "creatorType": "author",
                    "firstName": "Leanne",
                    "lastName": "Bowler"
                },
                {
                    "creatorType": "author",
                    "firstName": "Andrew",
                    "lastName": "Large"
                }
            ],
            "abstractNote": "Design-based research is a methodology emerging from the field of education that may hold potential for research in library and information science (LIS). Based upon the assumption that learning is situated in a real-world context, design-based research combines research, design, and practice into one process. It results in usable products that are supported by a theoretical framework. While definitional and methodological issues do exist, the method holds some promise for research into “user-centered” information systems and services. In the field of LIS, design-based research might contribute to our understanding of how people find, choose, understand, and use information in context. The method is also of interest to professionals concerned with “evidence-based practice.” This article will first explain and describe the method as it has been used in the allied field of education. Issues related to definition and methodology will be explored, as well as some of the solutions that have been proposed. The method will then be related to LIS, using the bonded design work of Large, Nesset, Beheshti, and Bowler [Large, A., Nesset, V., Beheshti, J., &amp; Bowler, L. (2006a). Bonded design: a methodology for designing with children. In S. Kurniawan &amp; P. Saphiris (Eds.), Advances in Universal Web Design and Evaluation: Research, Trends and Opportunities. London: Idea Group., Large, A., Nesset, V., Beheshti, J., &amp; Bowler, L. (2006b). “Bonded design”: a novel approach to intergenerational information technology design. Library and Information Science Research, 28, 64–82] as a case study to demonstrate the applicability of design-based research to {LIS} inquiry.",
            "publicationTitle": "Library & Information Science Research",
            "publisher": "",
            "place": "",
            "date": "2008",
            "volume": "30",
            "issue": "1",
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            "partNumber": "",
            "partTitle": "",
            "pages": "39 - 46",
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            "DOI": "http://dx.doi.org/10.1016/j.lisr.2007.06.007",
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            "url": "http://www.sciencedirect.com/science/article/pii/S0740818807001351",
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            "dateAdded": "2014-06-23T22:04:42Z",
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