RESEARCH METHODOLOGY
4.5 Researcher positionality
106 of research rigour provided an alternative means of uncovering the reasons for academics‟ low use of the e-library databases. Besides, the current study emanated from the failure of previous quantitative research approaches to provide solutions/answers to the present problem. Moreover, the present study devised strategies to overcome/address the challenges to basic beliefs (to do with the notion of culture, people, the study site and the researcher position) of ethnography, to match the veracity of the modern technological university environment (See Section 4.9 of this chapter).
107 From experience and Nwokedi et al.‟s (2017) study on online usage patterns of Elsevier database amongst academics of Environmental Sciences, University of Jos, there was underutilisation of the e-library databases by academic staff at the University of Jos, andsimilar institutions in North-Central Nigeria. As earlier mentioned, the library staff developed information literacy programs.
Knowledge of such skills is vital to the success of academics‟ research. The problem, however, remains despite efforts to remedy the situation. It was these documented observations that inspired the current study. As Mason (1994) noted, there is a need to detect and attend to those practice incidents when they occur and keep them for re-questioning in the future. Bold (2012) also emphasised that regardless of the researcher‟s importance as an insider, exploring the „self‟ as part of the research process is lacking in higher educational institutions.
To address the gaps identified in the literature and contribute to the scholarship on academics‟ e-library databases use experiences, the study adopted an ethnographic study to understand their beliefs, practices, and behaviours from their perspectives (Dimitriadis, 2003; Denzin & Lincoln, 2005). At first, because the researcher is not an anthropologist, she sought professional advice from a staff member from the Sociology and Anthropology Departments of the University of Jos, Nigeria. The discussion significantly improved the project plan. As Asher and Miller (2011:5) advised, if a researcher is not knowledgeable in using ethnographic methods, it would be helpful if he/she seeks advice from an experienced ethnographer to avoid possible hitches. The researcher‟s Master‟s Degree on “Adaptations to changes in cataloguing information materials by academic and special libraries in Plateau State, Nigeria” also provided rich information on the use of observation as a data collection tool.
108 Besides, as an ASL, the researcher was strategically positioned to study academics‟ use of the e-library databases. The researcher‟s constant interaction with the faculty enabled utilising ethnographic methods appropriately to influence established relationships to obtain actual data on academic staff‟s information needs instead of relying on assumptions. The researcher‟s existing relationship with many of the academics also proved helpful for the study because it provided many opportunities to interact informally with them.
According to Reeves (2013), the ethnographer‟s insider position is paramount in finding out the phenomenon as much as possible. Conversely, Creswell (2014) argued that studying the researcher‟s organisation or immediate workplace often compromises the researcher‟s ability to reveal information and raises a disparity of power between the researchers and the participants.
However, an insider‟s position and familiarity can distort limits, imposing their values, beliefs, and perspectives by a researcher, which leads to biases (Drake, 2010). The researcher‟s position as an ASL affected data collection and data analysis in studying academics‟ e-library databases because the researcher approached the study with some knowledge about the phenomenon and addressed specific issues more simply. It also affected participants‟
expression. They repeatedly left some sentences incomplete/hanging, assuming that „the researcher knows the rest of the story‟ (e.g., you know academics‟ response when they are invited for training on the e-library databases use).
As a result of the researcher‟s insider position, she had to be constantly vigilant and thoroughly reflected on how her presence would shape the conversation. In that case, the researcher clarified that their shared experience was different from the onset, as she wanted to learn theirs. Moreover, the
109 researcher was better equipped with insights and the ability to understand specific data aspects. Chaudhry (2000) noted that a researcher‟s „dual identity‟
as a member of the community being studied shapes the research process.
Creswell (2014) added that when researchers collect data at their workplace, the information may be convenient and easy to collect. Being familiar with online library databases by academic staff, it was easy for the researcher to ask questions and deeply grasp the responses. Besides, the researcher made a great effort to keep her thoughts separate from theirs. For example, the researcher ensured that she did not push participants in particular directions but allowed them to tell their stories. The researcher also heard the non-verbal and dug out clues that other researchers may fail to spot.
To this end, though the researcher‟s relationship with the academic community could be perceived as bias or a limitation to the research, it was a part of the university environment that enabled access to the academic staff (despite their tight schedules). That position consequently allowed the gathering of detailed information concerning social and cultural meanings academics ascribe to the use of the e-library databases. The academics knew that their contributions could lead to the enhanced use of e-library databases. As a result, they participated in the research voluntarily since they would benefit from the study. However, despite several attempts, some of them refused to be interviewed. Reasons given for non-participation were busy schedules.
Again, the researcher interviewed academics from the selected universities across faculties. From their responses, it was evident that the information given was genuine. Furthermore, all the ASLs invited for the focus group discussions accepted and fully participated. Knowing the researcher is a colleague, and the study‟s outcome can improve e-library databases use, all
110 contacted were pleased to participate. Moreover, the group discussions provided avenues for them to share their experiences. From the in-depth dialogue that took place, the researcher gathered more rich and detailed information from the participants due to their long years of experience in collaboration with the academic faculties.
In short, the researcher was in the field for one year. Her stay in the selected universities amounted to 170 days (see the full details in section 4.8.1). The researcher participated in work tasks that constituted the core of the ASLs. The procedure gave her both an identity as an insider (group member) just as an outside researcher, allowing her to relate closely with the participants. As a result, the researcher observed academics‟ use of the e-library databases deeply, both remotely and online. Comprehensive information was also uncovered. The researcher was involved in an obtrusive observation of how the academic staff engage with the e-library databases. Finally, the researcher took notes of all the information generated from the interviews, focus group discussions, and observations of the academics‟ interaction with the online databases in the university environment. Additionally, during the fieldwork, the researcher was engaged in data analysis to elucidate her thoughts from the concepts and themes that cropped up. As Creswell (2014) asserted, data collection and analysis are done simultaneously in ethnographic research.