Statistics Training in Library Science: Comparing Approaches in Library and Information Science to Sociology Graduate Programs

• Published in: Journal of education for library and information science 2022-04, Vol.63 (2), p.216-230
• Main Author: Mee Park, Jung
• Format: Article
• Language: English
• Subjects: Core curriculum; Course Descriptions; Curricula; Education; Graduate Study; Information Science Education; Interdisciplinary Approach; Librarians; Libraries; Library and information science; Library Science; Masters Programs; Mathematical statistics; Methodology; Methods; Quantitative analysis; Required Courses; Research Methodology; Sociology; Statistical Analysis; Statistical Inference; Statistical methods; Statistics Education; Students; Study and teaching; Training; Undergraduate Students
• ISSN: 0748-5786; 2328-2967
• DOI: 10.3138/jelis-2020-0080

Library and information science (LIS) research is becoming more quantitative. However, statistics is not extensively taught within LIS research methods courses, and statistics courses are uncommon within LIS programs. Previous research on statistics in LIS revealed that researchers have mainly relied on descriptive statistics in publications. This article argues that LIS's partner disciplines, such as sociology, emphasize statistical training more so than do LIS programs at the master's level. Sociology serves as an appropriate comparison to LIS because of its central status in the development of both qualitative and quantitative research methods and its relevance for library science. The author analyzed the curricular requirements of 109 master's degree programs (47 sociology and 62 LIS programs) and 81 research methods syllabi (60 in sociology and 21 in LIS). The analysis of master's in LIS (MLIS) and sociology MA curricula revealed that MLIS students took 0.6 research methods courses while sociology MA students took 2.7 methods courses. LIS programs typically required one methods course, whereas sociology MA programs required three. LIS methods courses spent on average 19% of instructional time on statistics, whereas 64% of sociology MA programs' instruction in methods focused on statistical analysis. 86% of LIS research methods courses covered descriptive statistics and only 38% of LIS courses discussed inferential statistics. Statistical training in LIS programs remains limited. LIS departments could approach statistical training as sociology has done by teaching inferential statistics and other advanced techniques. Thereafter, information professionals can publish more widely and provide improved research support.