Narratives of Academic Librarians: A Brief Word on Narrative Inquiry Research

A Brief Word on Narrative Inquiry Research

As a researcher, I have encountered myriad research methodologies, each with its unique lens through which the world can be examined. Among these, narrative inquiry holds a distinct place and was my first choice for use in my 2020 dissertation. Rooted in the belief that stories shape our understanding of the world, narrative inquiry allows researchers to explore deep into the lived experiences of individuals. To hear their words, chosen, and grouped to form meaning in their stories is to watch a self-analysis unfold before your eyes. This methodology offers not only a unique means of gathering data but also a profound way of connecting one’s research with the human condition.

Understanding Narrative Inquiry

At its core, narrative inquiry is a qualitative research methodology that seeks to understand and interpret the stories people live and tell. In this research, the stories are the individual’s reflections on their work lives as librarians. Narrative inquiry is based on the premise that human beings are storytellers by nature, constructing meaning and identity through the narratives they share (Clandinin & Connelly, 2000). This approach goes beyond a collection of anecdotes or memories; it requires the researcher to engage with participants as they constructed and provided their self-narrative. As a former instructional technology librarian myself, I found participants willing to engage in this deep thoughtful process both while preparing to deliver their narrative, and while they explained their narratives to me one-on-one. 

The Method I used

The method I used to collect the narratives was purposeful sampling- seeking and contacting librarians with past or present experience with instructional technology or design and allowing them to fill out a pre-interview chaptered worksheet. On this sheet, the participants imagined their working lives as a novel and provided Chapter titles. Later working from this sheet, the participants could reflect and provide a self-structured narrative on their working lives as librarians over the course of our meeting.

Pre-Interview Study Instrument
Chaptered Worksheets (adapted from Lieblich Tuval-Mashiach & Zilber, 1998)

Imagine your working life as a librarian is a novel.
Please write chapter titles that would describe chapters of your working life during your time as a librarian. 

Chapter 1:__________________________________________________

Chapter 2 :_________________________________________________

Chapter 3:______________________________

Chapter 4 :________________________________________________

Chapter 5 :______________________________________________________

Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation (Vol. 47). Sage.

The Role of the Researcher

In narrative inquiry, the researcher can take on multiple roles: listener, collaborator, and interpreter. These roles demand a level of reflexivity that is not always present in other methodologies. According to Chase (2011), narrative inquirers must be acutely aware of how their positionality influences both the collection and interpretation of stories. Narrative inquirers are not detached observers but active participants in the research process. This involvement requires humility, empathy, and a willingness to be transformed by the stories they encounter. In collecting these narratives, I found myself engaged in this transformation as my expectations and perceptions of these librarians changed during the process. In turn, some participants acknowledged reading my previous dissertation on instructional technology librarians’ constructed work-life narratives, and how it indirectly or directly affected the direction or content of their own narrative.

When I conducted my first narrative inquiry study in 2020 on the career experiences of instructional technology librarians, I found myself deeply moved by their resilience and determination. Their narratives challenged some assumptions, reinforced others, and expanded my understanding of the profession beyond my own lived experience. This is the power of narrative inquiry: it has the potential to change not only our academic perspectives but also change how we see ourselves and those in the world around us. I believe engaging in the act of learning about others- in this case librarians- from the very words they use to describe themselves, is the core goal of understanding and sharing knowledge.

Practical Applications in Academia

Narrative inquiry is particularly well-suited for exploring complex, nuanced topics that resist reduction into quantifiable data. It has been successfully employed in fields such as education, nursing, and social work to capture the holistic human experience (Riessman, 2008).  Narrative inquiry has been used to examine topics such as identity development, work transitions, and professional growth. All of these are present and emerge in various ways within the narratives I collected. The rich, detailed stories provide specific insights into the library profession and the individual librarians that surveys or experimental study do not seek and therefore could not uncover.

Narrative inquiry has allowed me to explore the intersections of pedagogy, technology, workplace interactions, and lived experience of librarians. These insights align with the work of Clandinin et al. (2015), who emphasize the importance of context and temporality in understanding professional practice. Such findings have not only informed my scholarship but have also enriched my own work life, enabling me to bring real-world narratives into formal and informal academic discussions with others in the library world.

Challenges and Ethical Considerations

While narrative inquiry is rewarding, it is not without its challenges. One of the most significant hurdles is navigating the ethical complexities of working with personal stories. As Josselson (2007) highlights, researchers must prioritize the agency of participants, ensuring that their stories are represented authentically and respectfully. Another challenge lies in the interpretation of stories. Narratives are inherently subjective, and their meanings can be fluid and multifaceted. Clandinin and Connelly (2000) argue that narrative inquirers must adopt a "negotiated" stance, engaging participants in an ongoing dialogue about the interpretation of their stories. As a researcher, I strive to honor the authenticity of participants’ voices while also acknowledging my interpretive lens. This balance requires ongoing reflexivity and a commitment to a true listening and full consideration of the participant’s narrative in the research process.

References

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.

Clandinin, D. J., Murphy, M. S., Huber, J., & Murray Orr, A. (2015). Negotiating narrative inquiries: Living in a tension-filled midst. The Journal of Educational Research, 103(2), 81-90.

Chase, S. E. (2011). Narrative inquiry: Still a field in the making. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 421-434). SAGE.

Josselson, R. (2007). The ethical attitude in narrative research: Principles and practicalities. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 537-566). SAGE.

Riessman, C. K. (2008). Narrative methods for the human sciences. SAGE.