Research Proposal

Eden Kinzel, Nathan Lisowyk, Samantha Pavao & Andrew Turnbull

December 8, 2017
LIS 9004(002) Research Methods and Statistics
Dr. Melissa Adler
Introduction
In this day and age, public libraries stand at a crossroads. From one perspective, they stand
tall as omnipresent fonts of knowledge and information; open to all, offering a wealth of materials
and services to nearly every sizable Canadian community, and upholding the pillars of democratic
society through the dissemination of knowledge. On the other hand, the wealth that libraries
provide is of little benefit to communities if the services are not appreciated or used, and libraries
face challenges on this front every day. Whether from funding cuts or public apathy, private
libraries are often forced to fight to make their case for survival.
The purpose of this study is to discover youths (ages 13-17) and seniors (ages 65+)
perceptions about the usage of public libraries services and the library as an institution. These
findings will be collected, compared, and used to inform and improve efforts of advertising,
programs, collections, and services. It will also be used to inform methods in which public libraries
can better cater to specific demographics, and allocate their budgets effectively. We hypothesize
that some claims by the participants will be substantiated, while others will be unsubstantiated.
We believe there will be similarities between age groups in the two locations. Lastly, we predict
the two age groups will have different perceptions of libraries in terms of valuing specific services.
A variety of studies on these and similar topics have been conducted in the past. Some
perceptions are reassuring: in a study by the American Library Association (1978), more than 80%
of individuals expressed satisfaction with library services and libraries have been described in
surveys by Datig (2014) and Biggs and Calvert (2013) as safe, quiet, and warm. They are
seen as sanctuaries for both research and pleasure reading; though the emphasis of one role over
the other depends partially on the survey sample. For example, De Rosa et al. (2011) found that
teens and seniors still primarily associate the library with books. Students may be shocked to
discover the breadth of electronic resources available, while individuals from all age ranges may
assume that library materials are slower and more difficult to locate than they actually are.
Unfortunately, the record of past research contains gaps and limitations. One significant
issue with much of the literature is that it is outdated. The American Library Association
commissioned an extensive study of patron habits and perceptions in 1978, but technology and
librarianship have moved on extensively in the decades since, leaving us to question its relevance.
Much of the literature such as a study by Braden (1980) also relies upon surveys as a data collection
method and while they can provide valuable information, surveys often fall short when identifying
patron perceptions. In addition, most past library patron studies including Sin and Vakkari (2015)
and DeRosa et al. (2011) have been conducted in the United States with very few from Canada.
There may be a number of factors which influence youths and seniors perceptions of the library
which are different for patrons in Canada. Lastly, there are few studies that directly compare and
contrast specific age groups of patrons, where tremendous potential for information exists.
Our research is imperative for several reasons. Librarians need a comparison that is current
and reflective of the changes to technology and society that are in evidence today. Saskatchewan
is going through a library crisis; library budgets are being cut or flatlined, and librarians have an
obligation to spend budgets in the most efficient ways possible. Our research will enable librarians

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to understand how their institutions are perceived by patrons in the communities they serve, and
equip them with the knowledge necessary to communicate to patrons the services and benefits they
provide. This communication, in turn, will be used to foster public support.

Methods
The foundation of this study will be formed by participants in two age groups: youths aged
13 to 17, and seniors aged 65+. Although disparate, these two groups are united by dispositions
dictated by education or retirement that place them in a position to use libraries regularly. They
acknowledge the diversity in age range of the communities that public libraries in different
communities serve. Importantly, they also present a comparison point for research and hypothesis.
Fifteen individuals will be selected from each age group in each of two Canadian cities: Saskatoon,
Saskatchewan, and London, Ontario. These two cities are urban centres with similar populations
of 200,000 or more with high library usage rates. As both the Saskatoon and London public library
systems have multiple branches, the central branch will be used for both.
In an effort to recruit individuals within the targeted age groups, we intend to visit locations
in each city which would attract each specific age group. We chose middle and high schools and
leisure centres for youth, and seniors centres, retirement communities, and mall food courts for
seniors. While the libraries themselves would offer potential candidates of all ages, we have
chosen to avoid those locations as we wish to recruit current users as well as those who do not
currently utilize the libraries. We therefore intend to conduct purposive sampling as to recruit an
unbiased, willing sample of participants. This method of sampling is also time and cost-effective.
We chose to target our focus groups and our unobtrusive observations towards the Central
branch of the London Public Library and the Frances Morrison Central Library branch of the
Saskatoon Public Library because these libraries are both the central branches of each library
system, thereby experiencing the highest volume of patrons. London and Saskatoon are each
Canadian cities of a comparable size and since most of the literature is based out of the United
States, we wanted to provide research which was truly reflective of the Canadian library
experience. In addition, we feel that our recommendations would be especially important for
Saskatoon residents and library staff, given the current library climate in Saskatchewan.
From January through February 2018, we intend to contact each establishment where we
will be recruiting participants to attain permission before proceeding. In Saskatoon, to recruit
youth, we will be contacting schools such as Bedford Road Collegiate, Nutana Collegiate, Caswell
Community School, and Princess Alexandra Community School and leisure centres such as Harry
Bailey Aquatic Centre and Saskatoon Field House. To recruit seniors, we will be contacting
retirement communities such as Parkville Manor and The Franklin, seniors centres such as the
Cosmopolitan Seniors Centre and Saskatoon Services for Seniors, as well as the Midtown Mall.
In London, to recruit youth, we will contact schools such as London Central Secondary School, H.
B. Beal Secondary School, Aberdeen Public School, and Ryerson Public School and leisure centres
such as YMCA of London - Centre Branch and Carling Heights Optimist Community Centre. To
recruit seniors, we will contact retirement communities such as Mapleview Terrace Retirement
Residence and Queens Village, seniors centres such as Horton Street Seniors Centre and Kiwanis

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Seniors' Community Centre, as well as the Cherryhill Village Mall. These establishments are in
close proximity to the applicable library branch we are studying, however, we may have to expand
our recruitment to different or additional locations, depending upon recruitment success and upon
acquiring permission for our presentations. We will seek permission from schools in advance of
the other institutions as it is a lengthier process which requires approval from multiple staff and
board members. In addition, the students and their parents will be required to complete and return
permission slips permitting the students to serve as an audience to our recruitment presentation.
After obtaining permission from each establishment, our researchers will coordinate with staff to
schedule delivery of our presentations to students, attendants, or residents, the purpose of which is
to advertise and potentially recruit participants for our focus groups. The participants will be
incentivized by either a $10.00 gift card to a local mall or a $10.00 reduction in their library fines.
There are two major methods of data collection within our study. We will collect the bulk
of our data from the eight focus groups. Data collection will occur from June September, 2018,
with two researchers conducting research in Saskatoon and two researchers conducting research
in London. Prior to collecting our data, throughout March and April, 2018, we will conduct a pilot
focus group utilizing voluntary participants recruited from branches of the London Public Library.
Though we will be selecting participants that may not represent our targeted sample, we believe
that the participants will remain able to contribute valuable feedback relating to our proposed
questions. This will permit us to recognize which questions were not well-understood, if the flow
of questions fit, and have a rough idea of which questions elicited good quality, in-depth discussion
and which were more closed-ended. We can then modify the questions to better suit our future
participants and facilitate better data collection. We will then conduct the presentations and
determine which individuals wish to participate. Afterwards, we will provide a list of potential
dates for the focus groups and have them rank their preferred dates.
Each focus group will consist of seven or eight people, depending on their availability to
accommodate the dates supplied. The youth focus groups will occur within a meeting room in
Weldon Library. The sessions and will occur outside school hours at a time amenable to the
participants and their guardians. The location of the seniors focus groups will depend on where
we elicit participation, however will most likely occur at two separate seniors centres or retirement
communities to accommodate mobility or transportation requirements. The expected duration of
the focus groups is one to two hours, depending upon the enthusiasm and participation levels of
our sample groups. We have provided a list of our preliminary sample questions within the
Appendix. However, we anticipate that the questions may vary and require elaboration based upon
the direction in which the discussion is taken by the participants in each group. The sample
questions represent the major areas and topics we would like to discuss. We chose focus groups
as they provide a depth of information which cannot be gleaned from a survey. We will also have
the additional benefit of being able to assist with clarification of any of the questions as well as
being able to observe the body language of the participants. As noted by the eVALUEd Project
(2006) based at the UCE Birmingham, focus groups are helpful in determining peoples
perceptions on a topic, can assess the usefulness of specific library services, and permit potential
solutions to be discussed or provided.

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 Additionally, we intend to conduct unobtrusive observations at the Central branch of the
London Public Library and the Frances Morrison Central Library in Saskatoon. We will conduct
one preliminary observation at each library prior to the focus groups to familiarize ourselves with
the space, but will reserve the remainder of the unobtrusive observations to be conducted after
completion of the focus groups as a method of validating the participants observations and
concerns. The observations will also be used to assess how current patrons utilize the librarys
physical space and services. We chose to include unobtrusive observations to eliminate the effect
researchers presence may have on participant behaviour as our presence will be unknown to the
participants. Unobtrusive observation is cost effective and permits researchers to observe
participants on multiple occasions to enable collection of a wide variety of data, as noted by Amy
Blackstone in Principles of Sociological Inquiry: Qualitative and Quantitative Methods (2012).
Data will be compiled and transcribed during the following two months. From January to
April 2019, we will code the data using NVivo to identify underlying trends and differences within
answers. We hope to draw conclusions about the perceptions of youths and seniors regarding the
library and will attempt to identify relevant codes which would elicit this type of information.
The unobtrusive observations at each library which will enable us as researchers to
determine whether the participants opinions are substantiated and experienced by others. In
addition, we plan to conclude our article with a series of recommendations for each library based
upon our accumulated findings. Should the libraries consider and implement our suggested
changes, we would test the validity of our findings by monitoring whether the library is
experiencing an increased or a more satisfied patronage.

Ethical Issues
The major ethical concern which we would need to address in conducting our study is the
participation of minors. We intend to obtain permission from the school officials as well as from
the guardian of each individual student to permit them to attend the presentations. Finally,
additional informed consent of both the participating minor and their respective guardian will be
obtained prior to their participation in the focus group. Seniors must be able to show capacity to
provide informed consent. We will also seek permission from the owners of each establishment
in which we intend to give presentations, in addition to the libraries. Unobtrusive observation may
also present ethical concerns as participants will be unaware they are being observed and therefore
unable to provide informed consent to the research process. However, the information recorded
will not include data which could lead to the identification of any individual subject. In addition,
we will anonymize every participant included within the final article and destroy all unnecessary
records, including the recording, as soon as possible.

Timeline
Date Research Process
Early January 2018 Study is reviewed and approved by University of Western
ethics board.

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 Late January February 2018
March April 2018
May 2018
June September 2018
October November 2018
December 2018
January April 2019
May September 2019
October November 2019
December 2019
* Disclaimer: This timeline is based upon obtaining funding approval in December 2017.
Two researchers in Saskatchewan and two researchers in
London seek approval from all locations which will be
canvassed for participants.
Permission slips are distributed and collected in the schools in
each of the cities. The pilot focus group is conducted.
Presentations are made to both youth and seniors in both
London and Saskatoon to recruit participants.
Two researchers collect all data from Saskatchewan and two
researchers collect all data from London. A preliminary
unobtrusive observation occurs first, followed by the focus
groups, completed with further unobtrusive observations at
each of the libraries.
Data is compiled and then transcribed.
The researchers focus on other projects and on the holidays.
Data will be coded by researchers using NVivo.
Researchers will interpret the data, draw conclusions, and
write the paper.
The article is circulated for suggestions and is edited.
The article is submitted to Library Quarterly.

Budget
Item
Sustainable Earth by Staples Sugarcane-Based
Paper (500 sheets) x 4
Staples Lead Pencils, #2 HB, 72/Pack
Dixon White Pearl Vinyl Erasers, 24 pack
Staples Perforated Writing Pads, 8-1/2" x 11",
Wide-Ruled, White, 10/Pack x 10
Staples Plastic Storage Tote, 5.7 L, Clear x 2
Audio Recorders x 2
NVivo Coding Software Subscription
Mall Gift Cards or Library Credit
Saskatoon Bus Pass
London Bus Pass
Weldon Library Meeting Room
Multi-Purpose Room at Cosmo Civic Centre in
Saskatoon
Meeting Rooms for Senior Focus Groups
Saskatoon Accommodation from AirBnB
6 Round Trips from London, Ontario to
Saskatoon, Saskatchewan (WestJet)
Research Assistant Salary
Cost
In-kind focus group locations
In-kind focus group locations
In-kind focus group locations
In-kind focus group locations
$2.59 per tote x 2 = $5.18
$229.99 per recorder x 2 = $459.98
In-kind Western University
$10 per card/credit x 60 = $600
$332 for four months x 2 bus passes = $664
$324 for four months x 2 bus passes = $648
In-kind Weldon Library
$28.60 x 2 focus group sessions x 2 hours =
$120.00
In kind seniors centres
$1956.50 per month x 4 months = $7,856.00
$412 per flight x 6 flights = $2,472
$20 per hour pay rate x 70 hours of work =
$1,400

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 Researchers Salary $30 per hour pay rate x 100 hours of work x
4 researchers = $12,000
Miscellaneous $26,225.16 total x 10% buffer for
incidentals = $2,622.52
TOTAL $29,000.
* Disclaimer: This budget reflects current pricing in Canadian dollars of materials.
While we will be receiving much of the office supplies in kind from the various focus group
locations, we will require two plastic storage totes to carry our notes and belongings in an
organized manner. We require two audio recorders, one for each group of researchers, to enable
us to transcribe the data at a later date. This will permit us to more fully observe the focus group
and render a more complete account of the information collected. We will use Western
Universitys computers and thereby their NVivo software to most accurately and time efficiently
code the data. The incentives are a necessary attempt to combat both low response and volunteer
bias, as previously mentioned. We are requesting funding for bus passes in both cities as public
transit provides a more cost-effective method of transportation than paying for rental cars in each
location. We chose to conduct our focus groups in seniors centres, community centres, and
Weldon Library to avoid the potential bias and self-censorship the public library environment may
cause. The two researchers in Saskatoon will share an AirBnB for four months. We believe this
was more cost-effective than a hotel or additional flights between London and Saskatoon. The
flights were also chosen as they were both more time and cost-effective as compared to trains or
buses. Due to the large of amount of intensive research required during this study, we determined
that a research assistant was required to assist with various tasks such as coordinating plans and
transcribing the data. We have added a 10% buffer to cover incidentals and pricing fluctuations.
We ask for $29,000.00 to fund this important and innovative research.

Limitations
Limitations in regards to this proposed research project are ideally to be kept to a minimum,
but are a reality that cannot be ignored. An inherent element of any research project is the potential
for low response. To minimize this potential, we decided to incentivize potential participants with
a small gift card or reduction to library fines. We also recognize the implicit differences between
the general public and those who volunteer to participate in research studies, but hope both
including current and potential library users as well as the incentives draw a wide range of unbiased
participants. Participants interpretations and understanding of the posed questions continuously
constitute a source of bias, however, by conducting in person focus groups, we hope to ameliorate
that effect by having researchers present to further explain or clarify any questions. We also
recognize that participants may feel uncomfortable sharing some answers within the group setting,
however, we believe that the volunteers will be less likely to be reserved and the researchers may
prompt specific members to contribute if they have not been sharing thus far. The locations where
the focus groups are to be conducted were chosen to be away from the library setting so participants
would not feel intimidated or threatened in the librarys presence and thus enable them to answer
as truthfully as possible. Finally, we recognize that our research may not be generalizable to all
libraries (however it may be applicable to central branches of public libraries in moderately sized
cities across Canada) and does not explain why we see such differences between the two cities or
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the two age groups, however we intend this to be a preliminary study and encourage more research
to be done which further delves into and explores this topic.

Conclusion
This study is intended to determine what youths and seniors think about the public library
system to better inform advertising, programs, collections, and services and to better cater to
specific demographics. Further, once the study is concluded, it is hoped that it will influence the
ability of librarians to be more receptive to their local community demographics in the form of
services offered and the materials, both online and in the stacks.
The final product of this study would be in the form of an academic, peer-reviewed journal
article in Library Quarterly. Publishing the results in Library Quarterly will ensure that data from
the study is widely circulated among the LIS community and thereby allows the study to have its
greatest impact. Librarians, regardless of the kind of library they work with, as well as fellow LIS
researchers are our target audience with the intention of providing a basis from which readers of
the article may modify their own libraries to meet specific needs of the community.
The impact of the study is primarily focused on refining library services, specifically the
programs and materials offered to youth and senior patrons, given the amount of Canadian libraries
facing budget cuts. The study aims to ensure that appropriate and targeted services and materials
will be allocated by the librarys staff for use by their specific patrons. For example, libraries that
are faced with a primarily senior or aging population may wish to conduct technological or
software tutorials to assist individuals that require assistance navigating an increasingly digitized
world. If materials can be properly allocated for each respective segment of the librarys
population, then it becomes possible for library to retain its patrons and expand the number of
physical and digital users. Librarians would be afforded the opportunity to allocate their future
budgets to shore up sections of the library that are underfunded and divert funds from areas that
may be overfunded and not continuously utilized. We intend to collect in-depth information about
patron perceptions which cannot be easily collected by every library via a simple survey which we
hope other libraries can use to their benefits. We will emphasize the importance of each library
maintaining feedback mechanisms to ensure their patrons feel appreciated and important.
To increase the breadth of data collected by future studies and thus ensure that these
projects and their findings are more conclusive, there need to be more Canadian libraries studied
within the literature. Specifically, there needs to be a selection of a more diversified array of
libraries to ensure that data from all levels of society is collected and in turn generate a more
complete perception of patrons and their reasons for utilizing the library. From the foundations
created by this initial study, future researchers are provided the ability to expand the range of
demographics from which data could be collected from. By increasing the number of participants
and the pool from which these individuals are drawn from, a more comprehensive picture of the
studied area is generated and thereby enables the researchers the ability to draw a more concise
conclusion. Future research could also look at not only comparing libraries patrons perceptions,
but analyzing the reasons behind their differences (socio-economic, gender, ethnicity, etc.).

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Appendix
Focus Group Questions
We will begin with a general greeting, overview of the purposes of our study, description of what
focus groups are, reiteration of consent (though that will have already been attained), clarification
of confidentiality and privacy, explanation that the participants are free to refrain from answering
any questions and may withdraw from the focus group at any time, and we will thank the
individuals for their participation.
Where do you go when you seek information?
Do you use the central branch of the public library? If yes, how? If not, why?
Do you recall a time the library has impacted you?
If you were asked to describe the benefits of the library, what adjectives would you use?
Do you any your friends talk about using the library? If yes, is it positive/negative?
Do you think it is important to have a good public library in our community?
What are some of the most important roles that libraries play in your communities?
If you are at the Library and need help, do you feel comfortable asking the staff for assistance?
What do you think are the best strategies for letting seniors/teens know about the programs and
services that the Library has for them?
Does the library meet all of your technological needs?
How easy to navigate is the library catalogue?
Are you able to find what you need?
Can you narrow your search by subject or topic?
Do you find the library to be physically accessible?
Have them look at the librarys website and tell us what they think of it. (Inviting, accessible?)
Have them look at the seasonal program guides for the library and ask them what they think.
(Relevant, intriguing?)
How would you improve the library?
Do you feel that your suggestions/feedback have been taken into serious consideration and
potentially implemented?
How satisfied are you with the materials, services, and technology available at your library?
* Disclaimer: These questions may change/rearrange/omitted/added to depending on the direction
the focus group is heading

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References
American Library Association (1978). Book reading and library usage: A study of habits and
perceptions. Princeton, NJ: The Gallup Organization.
Biggs, H. F., & Calvert, P. (2013). Marketing to teens: A study of two New Zealand public
libraries. Library Management, 34(8/9), 705-719.
Blackstone, A. (2012). Principles of Sociological Inquiry: Qualitative and Quantitative Methods.
Washington, DC: Saylor Foundation.
Braden, P. L. & Hoyer, D. (1980). Attitudinal and behavioural dimensions of library usage: A
study of the Detroit Public Library system. Ann Arbor, MI: The University of Michigan
Graduate School of Business Administration.
Datig, I. (2014). What is a library?: International college students' perceptions of libraries. The
Journal of Academic Librarianship, 40(3-4), 350-356.
De Rosa, C., Cantrell, J., Carlson, M., Gallagher, M., Hawk, J., Sturtz, C., . . . Olszewski, L. J.
(2011). Perceptions of libraries, 2010: Context and community. A report to the OCLC
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Evalued. (2006). Focus groups. Retrieved from: http://www.evalued.bcu.ac.uk/tutorial/4b.htm
Sin, S. C. J. & Vakkari, P. (2015). Perceived outcomes of public libraries in the U.S. Library &
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