Dr. Morin's syllabus for IDS 804, Fall 2009

IDS 804 Information Literacy
Course description:  "Information lieracy develops the utilization of information in the graduate learning process.  A fuller appreciation and recognition of the need for information, identification of needed information, networking and technical skills associated with locating the information, and critical consideration of information are addressed.  Students should expect to be more thoughtful consumers of scholarly and applied research and current modern information technologies."

Office location: B710 Wiest Hall
Office hours: usually 4pm-5pm Monday, Tuesday, Wednesday, and F, or by arrangement
email address: amorin@fhsu.edu
office phone number: 785 628-5578

Welcome to IDS 804!  This course is the "methods" or "research" course for your MLS program.  The two courses you should take first in your MLS program are IDS 801 and IDS 804, which are two of the four core (or foundational) courses of the MLS program. The other two courses in the MLS core are IDS 802 and IDS 803 (it is not necessary to take these two courses in the order that they are listed here).  Ideally, you should take all four core courses before you take any other courses in your MLS program of study.  NOTE: If it has been more than two years since you took a college class, then I very strongly recommend you purchase Diana Hacker's book and read it before you read anything else (Diana Hacker. 2005. Research and Documentation in the Electronic Age. Bedford/St. Martins. isbn: 0312443390). 

There are 8,200 points possible in this class.  For electronic documents, use either 'doc' or 'rtf' files.  If you earned at least 90% of the possible points, you will receive an "A" in the class.  If you earn less than that but at least 83% of the possible points, you will receive a "B" in the class.  If you earn less than that but at least 70% of the possible points, you will earn a "C" in the class.  If you earn less than that but at least 60% of the possible points, you will receive a "D" in the class.  If you earn less than that, you will receive a "U" in the class.  At the graduate level, both a "D" and a "U" are considered a failing grade.  Please be aware that plagiarism can result in a grade of "U" in the class.  The Course Calendar is in the "Assignments" section of Blackboard.  The Course Calendar will list reading assignments and due dates of class assignments.

In this course we hope to achieve the four goals (course goals, or CGs) set out in the course description:
CG 1 = Develop an appreciation and recognition of what information is needed (for the particular purpose at hand).
CG 2 = Learn skills that will help you to identify and locate that information.
CG 3 = Develop networking skills to help locate and evaluate information
CG 4 = Develop skills to critically consider that information.

Additionally, the MLS program has several expected learning outcomes:

Goal 1 – To develop an improved ability to understand an intellectual work in any field

a) -To determine the subject matter and theme of an individual work.

b) -To recognize the basic principle upon which a work is based.

c) -To recognize the conclusions of a given work and determine whether the conclusions are warranted.

 
Goal 2 – To recognize the methods of knowing in various disciplines

 -To identify how truth/knowledge is determined in the humanities, social/behavioral sciences, and natural sciences.

 
Goal 3 – To become a wise consumer of knowledge

a) -To improve the student’s ability to differentiate between knowledge and data.

b) -To recognize how the values of a society affects the search for knowledge.

c) -To recognize how new knowledge can change the values of society.

d) -To enhance the student’s ability to understand the importance and uses of knowledge in an emerging knowledge paradigm.

 
Goal 4 – To become a broad-based critical thinker and problem solver

a) -To improve the ability to read and write critically and at an advanced level.

b) -To improve the ability to frame and develop an argument logically dependent on the context.

c) -To develop the student’s oral communication skills.

d) -To increase the level of information literacy and research acumen to make informed choices and conduct lifelong learning.

e) -To develop the ability to deal with ambiguity in problems which have no right or wrong answers.
 
In this class we will work toward the following MLS expected learning outcomes: 1a, 1b, 1c, 2, 3a, 3b, 3d, 4a, 4b, 4c, 4d, 4e


REQUIRED TEXTS AND MATERIAL read the books in the order that they are listed

Chris B. Crawford. 2006. Making Argument Work:  Knowing and Applying Basic Argument Strategies.

John W. Creswell. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Third Edition. Thousand Oaks: Sage Publications. isbn: 978-1-4129-6557-6

Thomas Mann. 2005. The Oxford Guide to Library Research, Third Edition. Oxford University Press. isbn: 0-19-518998-1

Alan M. Schlein. 2006. Find it Online: The Complete Guide to Online Research, 4th Edition, second printing.  Facts on Demand Press. isbn: 1-889150-45-2

COMMENTS ON THE TEXTS. The required texts should serve as resources for this course, for all of your subsequent courses, and for your culminating experience. 

RECOMMENDED

American Psychological Association. 2003. Publication Manual of the American Psychological Association, 5th Edition. Washington, D.C.: American Psychological Association.

Neil J. Salkind. 2008. Statistics for People Who (Think They) Hate Statistics, 3rd Edition. Sage Publications. isbn: 141295150x. An Excel edition is also available. (Among the top two 'intro to statistics' books.)

OTHER RESOURCES OF INTEREST

Association of College and Research Libraries. Information literacy competency standards for higher education. American Library Association.  http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

Marcel Danesi. 2008. Of Cigarettes, High Heels, and Other Interesting Things: An Introduction to Semiotics, 2nd Edition. Palgrave Macmillan. isbn: 0230605230

Andy Field. 2009. Discovering Statistics Using SPSS, Third Edition. London and Thousand Oaks, CA: SAGE Publications.  (Recommended: a quite thorough text.).

Douglas Kellner. 1995. Media Culture: Cultural Studies, Identity and Politics Between the Modern and Postmodern. Routledge. isbn: 0415105706

Philip Rayner and Peter Wall. 2008. AS Media Studies: The Essential Introduction for AQA. Routledge. isbn: 978-0-415-44823-9

Dena Taylor and Margaret Proctor. Site last modified May 27, 2008. The literature review: A few tips on how to conduct it. Accessed August 17, 2009 html http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review

Statistics Books on the Web

Rex Boggs. Exploring Data. http://exploringdata.cqu.edu.au/

David M. Lane. 1993-2007. Hyperstat Online Statistics Textbook. http://davidmlane.com/hyperstat/ 

Robert Niles. 1995-2007. Statistics Every Writer Should Know. RobertNiles.com http://www.robertniles.com/stats/  (a good, and short, introductory text).

(Electronic Version): StatSoft, Inc. 2006. Electronic Statistics Textbook. Tulsa, OK: StatSoft. Web: http://www.statsoft.com/textbook/stathome.html (a more advanced textbook)

SurfStat Australia: An Online Text in Introductory Statistics. http://www.anu.edu.au/nceph/surfstat/surfstat-home/surfstat.html (a more complete introductory text with progress checks and exercises at the end of each chapter - along with answers).

Statistics and Methods Books

    Eelko Huizingh. 2007. Applied Statistics with SPSS. Sage Publications: ISBN: 978-1-4129-1931-9.

    William Outhwaite and Stephen P. Turner, eds. October 2007. The SAGE Handbook of Social Science Methodology. Sage Publications. ISBN: 978-0-7619-7445-1
 
Resources related to research and writing

Arthur Plotnik. 1982. The Elements of Editing:  A Modern Guide for Editors and Journalists. New York: Macmillan Publishing Company.

Alfred Rosa and Paul Eschholz. 1996. The Writer’s Brief Handbook. Boston and London: Allyn and Bacon.

Margaret Shertzer. 1986. The Elements of Grammar. New York: Macmillan Publishing Company.

William Strunk, Jr. and E.B. White. 1979. The Elements of Style, Third Edition. New York: Macmillan Publishing Co., Inc.

Kate L. Turabian, revised by Wayne C. Booth, Gregory G. Columb, Joseph M. Williams, and University of Chicago Press Editorial Staff. 2007 A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers, 7th Edition. Chicago and London: The University of Chicago Press.

Assignments

 This class will consist of seven assignments: (1) introductions; (2) networking assignment, (3) student presentations and discussion, (4) a major research paper on the topic: "An Assessment of TINA" - you should start working on the research paper immediately; (5) critiques of research papers; (6) responses to critiques of your research paper; and (7) a final exam.   Each of these assignments is explained in greater detail below.

FIRST ASSIGNMENT: INTRODUCTIONS (post this assignment in Blackboard)
Worth 400 points.
Related to learning outcomes 2, 3d.
Related to CG 1.
Introduce yourself to the class.  Tell us:
1) the ways in which you collect information/knowledge
2) the methods you use to determine whether that information/knowledge is true
3) the methods you use to determine whether that information/knowledge is useful
4) the ways in which you use that information/knowledge

SECOND ASSIGNMENT:
Worth 1,000 points.
Related to learning outcomes  3d, 4d, 4e
Related to CG 1, CG 2, CG 3, and CG 4
You may find chapter 12 in the book by Thomas Mann to be helpful here (see also page 373 in the Schlein book).  Formulate a narrowly focused question relating to your MLS concentration (example from public administration: "Do you think the use of zoning to limit how a person uses his own property amounts to a 'taking'?  If so, should government reimburse a person whose property value or use has been diminshed because of a zoning regulation?")  Use the internet to find five people interested in a topic related to the question and who work in disparate parts of the society/economy (example: someone in government, someone in education, and someone in the corporate world).   Using e-mail, send each person your question.  Reply to any who respond to your question.  In Blackboard, post a one-page, single-spaced report of the experience and assess the following:
(a) What are the advantages of creating a network? (b) What are the disadvantages of creating a network?

THIRD ASSIGNMENT
Worth 1,500 points
Related to learning outcomes 3k, 4c, 4d, 4e  
Related to CG 2, CG 4
Throughout the semester you will be given specific presentation assignments that are based on the books assigned for the class.  

FOURTH ASSIGNMENT:  THE MAJOR RESEARCH PAPER (post this assignment in Blackboard)
Worth 3,000 points.
Related to learning outcomes 1a, 1c, 2, 3a, 3b, 3d,  4a, 4b, 4d, 4e
Related to CG 1, CG 2, CG 4
You should start working on the research paper after you receive more detailed instructions from me.  Following are general instructions regarding the research paper. 
Each student will write a major research paper assessing arguments related to the "There is no alternative" argument (also known as TINA).  (About TINA:  See the first paragraph of David Korten's review of Thomas Friedman's book The Lexus and the Olive Tree.)  In other words, the purpose of the research paper is to assess the claim that "There is no alternative to globalization as it is now being experienced."  The paper must include a title page (which will not be numbered) and it must be at least 15 pages long (not counting the title page and "References" section).  The paper must be typed, double-spaced, with one-inch margins and 12-point font size with Times New Roman font style.  The "References" section must list at least twenty (20) sources.  The "References" section must list only those sources cited in the research paper; any source cited or used in the paper must be listed in the "References" section - please carefully read the "Instructions for a Formal Research Paper," found later in the syllabus.
To facilitate the research and writing of your paper, you will be required to:
(a) submit a list of twenty five (25) potential sources. For each source, write a description of the information found in the source. The description should be two to four lines long; do not use quotes.  If you fail to submit this part of the assignment you will not receive any credit for your research paper.
(b) submit the first draft of the References section of your paper.  Remember that you must use at least fifteen sources.  If you fail to submit this part of the assignment you will not receive any credit for your research paper.   
(c) submit a draft of the first five pages of the paper. The first page must introduce the topic of the paper and briefly describe the major sections of the paper.  If you fail to submit this part of the assignment you will not receive any credit for your research paper.
(d) submit your research paper; remember to include a title page.
Students will also be required to present their papers to the class.

FIFTH ASSIGNMENT: CRITIQUES OF ASSIGNED RESEARCH PAPERS (post this assignment in Blackboard)
Worth 900 points.
Related to learning outcomes1a, 1b, 1c, 3d, 4a, 4d, 4e
Related to CG 1, CG 4
You will be assigned three research papers to critique.  You do not need to use the rubric found in the "Assignments" section of Blackboard, but your critique must consider the elements in that rubric. 

SIXTH ASSIGNMENT: RESPONSES TO CRITIQUES OF YOUR RESEARCH PAPER (post this assignment in Blackboard)
Worth 900 points.
Related to learning outcomes 3d, 4a, 4b, 4d, 4e
Related to CG 1, CG 4.
You must respond to each critique of your research paper.  Each response must be detailed and specific. 

SEVENTH ASSIGNMENT:  THE FINAL EXAM
Worth 500 points.  (Each question is worth 100 points.)
Related to learning outcomes  3b, 3c, 3d, 4a, 4b, 4e
Related to CG 1, CG 2, CG 3, CG 4
Failure to take the final exam will result in a failing grade for the class.  For each question below, be prepared to write a short response (between one and two pages in length).
1. What does it mean to "critically consider information"?
2. What skills, processes, and attributes are needed in order to foster and improve information literacy?
3. What are the personal, professional, and social consequences of the ethical use of information literacy?
4. How do societal values affect the search for knowledge?
5. How can new knowledge (including technological innovations) change the values of society?

Instructions for a Formal Research Paper 
1. Think about how you might approach the topic. 

2. Begin research.  Find resources through
    (a) the Forsyth library's on-line catalog and online search services;
    (b) internet searches – see “Information About Online/virtual Sources,” below; and
    (c) indexes in the library, such as the Social Science Citation Index, The Reader's Guide to Periodicals, Lexus-Nexus, the index to the New York Times, the Social Science Index, and so forth.

3. Begin writing the paper.  Don't be afraid to write the middle before you write the beginning and end.   Don't be afraid to revise.  In fact, the less you revise, the more likely you are to have problems with your paper.  You might find it helpful to create an outline at some point in the process that will help you understand the direction and emphasis of your paper. See also http://www.fhsu.edu/~amorin/MLS_Writing.html

4. Research, write, revise, write, revise, think, think, think, write, revise; consult with me if you wish.

5. Write the paper.  Assume that the audience for the paper is relatively intelligent but has NOT taken IDS 803.

6. Check citations and quotes for accuracy.  When citing sources, use the in-text citation technique.  Don’t plagiarize – see http://www.fhsu.edu/~amorin/MLS_Plagiarism.html. See also FHSU’s academic honesty policy at http://web.fhsu.edu/universitycatalog/gen/academichonesty.asp. Make sure to use quote marks when you are quoting.  Follow the ‘string of four’ rule (which is: use quote marks when you use four or more of the same words in the same order as found in a source you used).  Include a citation in the following instances:  whenever you quote (include the citation immediately after the quote), whenever you use information or an idea that you obtained while doing research for the paper, and whenever you paraphrase or summarize an argument, findings, or information that you found while doing research for the paper.  If you use graphs or tables, place them between the body of the paper and the “References” section (one graph or table per page).  If you use tables and graphs in your research paper, go by the 1/4 rule: for every graph or table, there must be four pages of text (not including the title page and "References" section).  If you use a table or graph, make sure to explicitly refer to it in your paper:  it doesn’t make sense to use graphs or tables unless you refer to them in the body of the paper. Make sure that all of your sources are cited in the paper; make sure that all of the sources cited in the paper appear in your "References" section at the back of the paper.  If you list a resoure from the Internet in the "References" section, then you must include the date that you accessed that source.  Failure to follow the instructions in this step could result in a “U” in the class.

7. Print the paper.  Read the paper, looking for spelling and other mistakes (technical and analytical).  Revise. Aim for technical perfection - I expect the paper to be free of spelling, punctuation, and other ‘technical’ errors. 

8. Re-print, re-read, re-vise. Aim for technical perfection - I expect the paper to be free of spelling, punctuation, and other ‘technical’ errors. 

9. Print final version. Aim for technical perfection.  The paper should have a title page, the body of the paper, and a “References” section that lists all of the sources cited in the paper.  Sources in the “References” section should be alphabetized, following the ‘author, date, title’ format. Beginning with the first page of the paper, pages should be numbered.  The title page should not be numbered.  The “References" section should not begin at the bottom of the last page of the body of the text.  Rather, the "References" section should start at the top of a new page.  Make two copies of the research paper: one for you and one for me.  

Guidelines for Written Work

Your paper should be free of spelling and punctuation errors.  If there are five or more spelling or punctuation errors, then the paper may not receive an "A."  Generally speaking, the more numerous the spelling and punctuation errors, the lower the grade.  Other characteristics that are important: clarity of writing, organization, originality, analysis, and sentence and paragraph structure.  Word choice can also affect the grade on the paper.

For students with disabilities

"The Coordinator of Services for Students with Disabilities is located in the Student Affairs (628-4276). This is the appropriate office for students, faculty or staff to contact to notify the university of a student's disability and initiate a request for a service. Students and faculty may also contact the office to coordinate disability services for learning disabled and cognitively impaired students." See also Guidelines Regarding Servides for Persons with Disabilities" at .http://www.fhsu.edu/affirm/disabilities.php

 Information About Online/virtual Sources

Here are the directions for obtaining "Off campus access to library resources" http://www.fhsu.edu/forsyth_lib/offcampus.shtml

The online search services available in FHSU library's website will give you access to FirstSearch - a very good way to locate articles.  Go to http://www.fhsu.edu/forsyth_lib/electronic/alphadata.shtml then click on FirstSearch Database.  Please note that the initial FirstSearch webpage also gives you access to Worldcat, where you can find books.  Also, check out http://www.fhsu.edu/forsyth_lib/resources.shtml 

Here is the library's page with links to search engines and other features http://www.fhsu.edu/forsyth_lib/ref/search/ 

Here is the website for digital libraries  http://www.fhsu.edu/forsyth_lib/digital/digital.shtml  

Here is the website for research resources http://www.fhsu.edu/forsyth_lib/resources.shtml

To access many, many, many other libraries, go to “LIBWEB Library Servers via WWW” at http://lists.webjunction.org/libweb/ You can use the interlibrary loan service of your local library to borrow books from other libraries. 

 See also “Blue Skyways” at http://skyways.lib.ks.us/about/sitemap.html  


    Evaluation and use of search engines

"Internet Tutorials: How to Choose a Search Engine or Directory"
http://www.library.kent.edu/files/Choose_Search_Engine.pdf
(mentioned in Mann 116, but a different URL)

"Search Engine Showdown"
http://searchengineshowdown.com/
(mentioned in Mann, 116)

"Search Engine Watch"
http://searchenginewatch.com/
(mentioned in Mann, 116, but a different URL)

    Search engines and information resources

                Search engines

AllTheWeb.com
http://www.AllTheWeb.com/
(mentioned in Mann, 116)

AltaVista
http://www.AltaVista.com/
(mentioned in Mann, 116)

Ask.com
http://www.ask.com/
Can search for pictures

Dogpile "all the best search engines piled into one"
http://www.dogpile.com/

Giga Blast
http://www.gigablast.com/
(Mentioned in Schlein, 141)

Google Print or books.google.com
http://books.google.com/
(Google Print mentioned in Mann, 118)

MetaCrawler(R) "Search the search engines!"(R)
http://www.metacrawler.com/

Teoma - now Ask.com
http://www.ask.com/
(Teoma is mentioned in Mann, 115)

WebCrawler (R) "The Web's Top Search Engines Spun Together"
http://www.webcrawler.com/

                Information resources

FedStats
"Celebrating 10 years of making statistics from more than 100 agencies available to citizens everywhere"
http://www.fedstats.gov/

Librarians' Internet Index "Websites you can trust"
http://www.lii.org/
(Mentioned in Mann, 117)

Library of Congress
http://www.loc.gov/index.html
(Mentioned in Mann, 118)

LibrarySpot (TM)
http://libraryspot.com/
(Mentioned in Mann, 117)

Refdesk.com "The single best source for facts"
http://www.refdesk.com/
(Mentioned in Mann, 117)

                Access to the "invisible web"

Complete Planet (TM) "The Deep Web Directory"
"Discover over 70,000+ searchable databases and specialty search engines"
http://aip.completeplanet.com/
(mentioned in Mann, 118)

GeniusFind
"categorizes thousands of topic-specific search engines and databases"
http://www.geniusfind.com
(mentioned in Mann, 118)

invisible-web.net (may be in the process of being refurbished)
http://www.invisible-web.net/
(mentioned in Mann, 118)

Resource Discovery Network (now Intute)
http://www.intute.ac.uk
(mentioned in Mann, 118)

search.com
http://www.search.com
(mentioned in Mann, 118)

Webseek at Columbia University
"A Content-Based Image and Video Search and Catalog Tool for the Web"
http://persia.ee.columbia.edu:8008/
(Mentioned in Schlein, 145)


Other resources for increasing your information literacy

Donald Beagle, Donald Bailey, and Barbara Tierney. 2006. The Information Commons Handbook. New York: Neal-Schuman Publishers. isbn: 1555705626

Nancy Lane, Margaret Chjisholm, and Carolyn Mateer. 2000. Techniques for Student Research: A Comprehensive Guide to Using the Library. New York: Neal-Schuman Publishers, Inc.

Paul Messaris. 2001. Visual Literacy: Image, Mind, and Reality. Westview Press.

Jerry Miller, ed. 2000. Millenium Intelligence: Understanding and Conducting Competitive Intelligence in the Digital Age. CyberAge Books. isbn: 0910965285. About business intelligence, not military intelligence.

Arlene Roddo Quaratiello. 1997. The College Student's Research Companion. New York: Neal-Schuman Publishers, Inc.

Ann Marlow Riedling. 2006. Learning to Learn: A Guide to Becoming Information Literate in the 21st Century. New York: Neal-Schuman Publishers.

Chris Sherman and Gary Price. 2001. The Invisible Web: Uncovering Information Sources Search Engines Can't See. CyberAge Books. isbn: 091096551x

Nicholas G. Tomainolo, edited by Barbara Quint. 2004. The Web Library: Building a World Class Personal Library With Free Web Sources. CyberAge Books. isbn: 0910965676


Resources for teaching (or learning about) information literacy at the high school and undergraduate levels

Jane Birks and Fiona Hunt. 2003. Hands-on Information Literacy Activities. New York and London: Neal-Schuman Publishers, Inc.

Joanna M. Burkhardt, Mary C. MacDonald, and Andrèe J. Rathemacher. 2003. Teaching Information Literacy:  25 Practical Standards-based Exercises for College Students. Chicago: American Library Association.

Douglas Cook and Natasha Cooper, eds. 2006. Teaching Information Literacy Skills to Social Sciences Students and Practitioners: A Casebook Application. Chicago: Association of College and Research Libraries.


Other sources relevant to IDS 804

Philip Rayner. 2004. AS Media Studies: The Essential Introduction. Routledge. isbn: 0415329663

Philip Rayner and Peter Wall. 2008. The Essential Introduction for AQA. Routledge. isbn: 978-0-415-44823-9

Mitchell Stephens. 2007. The Rise of Image, the Fall of the Word. Oxford University Press. isbn: 0195098293

Edward R. Tufte. 1990. Envisioning Information. Graphics Press. isbn; 0961392118

Edward R. Tufte. 1997. Visual Explanations: Images and Quantities, Evidence and Narrative. Graphics Press. isbn: 0961392126

Edward R. Tufte. 2001. The Visual Display of Quantitative Information, 2nd Edition. Graphics Press. isbn: 0961392142

Edward R. Tufte. 2006. Beautiful Evidence. Graphics Press. isbn: 0961392178


Sources for participant observation research

Robert K. Yin. 2008. Case Study Research, 4th Edition. Sage Publications.  If the fourth edition is not yet available, use the 3rd edition.

Daniel Neyland. 2008. Organizational Ethnography. Sage Publications. ISBN: 978-1-4129-2343-9

Danny L. Jorgensen. 1989. Participant Observation: A Methodology for Human Studies. Sage Publications. ISBN: 9780803928770

Robert Bodgan. 1972. Participant Observation in Organizational Settings. Syracuse University Press. ISBN: 0815608519

Ernest T. Stringer. 2007. Action Research, 3rd Edition. Sage Publications. ISBN: 978141295224

Shulamit Reinharz. 1998. On Becoming a Social Scientist: From Survey Research and Participant Observation to Experiential Analysis. Transaction Publishers. ISBN: 087855968x

Lynne Hume and Jane Mulock, eds. 2004. Anthropologists in the Field: Cases in Participant Observation. Columbia University Press. ISBN: 23113004x

William Foote Whyte. 1984. Learning From the Field: A Guide From Experience. Sage Publications. ISBN: 0803933185

Albert J. Mills, Gabrielle Durepos, and Elden Wiebe, eds. 2010. Encyclopedia of Case Study Research, two volumes.  Sage Publications. ISBN: 978-1-4129-5670-3

Sources for survey research

Andy Field. 2009. Discovering Statistics Using SPSS, Third Edition. Sage Publications, Ltd. ISBN: 978-1-8478-7907-3

Floyd Fowler. 2009. Survey Research Methods, 4th edition. Sage Publications. ISBN: 978-0-7619-2542-2

Peter Nardi. 2006. Doing Survey Research, 2nd Edition. Sage Publications. ISBN: 0761944524

Louis M. Rea and Richard Parker. 2005. Designing and Conducting Research: A Comprehensive Guide, Third Edition. Jossey-Bass. ISBN: 078797546x


Sources for feminist methodology

Sharlene Nagy Hesse-Biber, ed. 2007. Handbook of Feminist Research: Theory and Praxis. Sage Publications. ISBN: 978-1-4129-0545-9

Sharlene Nagy Hesse-Biber and Patricia Lina Leavy. 2007. Feminist Resesarch Practice: A Primer. Sage Publications. ISBN: 978-0-7619-2892-8

Sherryl Kleinman. 2007. Feminist Fieldwork Analysis. Sage Publications. ISBN: 978-4129-0549-7