Introducing a Significant Statistics Component into a Library Science Research Methods Course

Abstract

The literature of library science, professionalization and education provides a theoretical framework for the scientist-professional model. Within this model, a research methods course with a significant statistics component was planned by the authors, approved for trial by the Council of the Faculty of Library Science, University of Toronto, and implemented in the academic year 1976-77. The objectives and components of the course are described and initial, tentative evaluations of the course are reported. Practical problems of providing education in scientific research in library science are discussed.