My first step was therefore to access a beginner’s introduction through an institutional subscription to. However, my own practical experience with NVivo was zero.
MY NVIVO SOFTWARE
In response to feedback from our library’s users, I had been involved in making the software itself available on library PCs and laptops. Prior to embarking on this project, I knew very little about NVivo beyond the name and the fact that it was used for the analysis of qualitative data.
MY NVIVO HOW TO
In asking our own students to complete a similar task, we intended to also analyse the results to gain insights into their development of information literacy abilities and dispositions.Īpart from the obvious benefit that this enterprise would have on my teaching practice, the idea appealed to me in that it represented an authentic need to learn how to use NVivo. The authors reported that these “qualitative data yielded valuable insights into the research process from the student’s point-of-view”. We were inspired by the action research undertaken by Insua, Lantz, and Armstrong (2018) in which the researchers asked students to reflect upon their research process via structured research journals, which were subsequently coded and analysed using NVivo. We were thus naturally keen on assessing how effective this approach was in enhancing student learning. The depth of this collaboration between librarian and course instructor was new to both myself and the faculty, and this level of partnership is certainly uncommon at our university. In addition to leading a traditional instruction session, I also attended several of their regular classes and was active in the course’s learning management site.
We adopted an embedded librarian approach. This grew from an invitation by the faculty member to collaboratively co-teach a postgraduate research methods course. I was therefore fortunate to have a recent opportunity to gain practical experience with using NVivo as part of an action research project in partnership with a faculty member. If there is no practical application for what is being learned, staying motivated will be a challenge.
MY NVIVO PROFESSIONAL
Apart from this contextual need to become more fluent in these data analysis software packages, as a social sciences subject librarians I personally feel a strong professional desire to deepen my understanding in this area.Īs every instruction librarian knows, teaching or learning specialist skills in a vacuum is difficult. I have found this to also be reflected at my institution, where our library has received an increasing number of enquiries about NVivo in particular. 602) used the Scopus database to confirm that the number of published articles that made use of one or the other of these qualitative data analysis software titles has grown significantly in recent years. Woods, Paulus, Atkins, and Macklin (2016, p. NVivo and ATLAS.ti) are becoming increasingly common. Studies that make use of such tools (e.g. My lack of confidence manifests itself particularly in the use of specialised data analysis software packages.
Head of Information Services at Hong Kong Baptist University Libraryĭespite having worked in academic libraries for almost ten years, and taken two graduate degrees that included research methods courses, I must confess that my level of comfort with research data collection and analysis is not terribly high.
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