Did Hewins Use Survey Methods After She Read Kelley's Paper?

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Did Hewins use survey methods after she read Kelley's paper? There is no indication of this in either Hewins's public writings or the remaining collection of her private letters, available at the Simmons College Archive in Boston, Massachusetts [31].

However, there is evidence that Hewins herself lived in a settlement house for twelve years [32, p. 250], and it is possible that Hewins was influenced by her associates in the settlement house movement in her choice of method for her 1882 report.

The conclusion to the report ...
... makes it clear that Hewins's intent was both to gather information and to instigate reform of libraries, much like her settlement house colleagues.

She encouraged librarians to lower or abolish age limits and develop collections for Pandora Jewelry children based on her findings, just as Kelley, Addams, and others encouraged the establishment of an array of social services based on their studies of local conditions.

The underlying reformist purpose of Hewins's research, to promote library services to the young, was similar to statistical research of the time. Social reform purposes also informed the creation of the 1876 report Public Libraries in the United States of America.

The stated purpose of this document was to situate public libraries as necessary "adjuncts of" other educational institutions, including common schools, academies, colleges, professional schools, "and as a necessary factor in the elevation of the unfortunate in asylums, and in the instruction and elevation of the viscous and criminal in reformatories and prisons.ss the nation.

The second type of papers in the 1876 report, prescriptive papers, was introduced as having similarly reformist purposes: to bring together "the fruits of the ripe experience and best thought of Jewelry On Sale eminent librarians" in order to "stimulate the already rapid growth of free libraries, and so of general intelligence and culture" [25, pp. xiv, xvi-xv].

In her reformist commitments, Hewins's work was consonant with the purpose of the U.S. Bureau of Education report and with other survey work of this period.

However, Hewins's use of surveys differed from the 1876 report in several ways. First, she was a woman addressing an audience of her fellow librarians, most of them men, within the context of the ALA conference.

Second, her research model produced qualitative information from across the nation that was detailed at a level of specificity regarding practice that had only previously been seen in the reports of individual experts.

Her model allowed her readers to compare and contrast the practices of many librarians, some of them well known and others obscure or early in their careers. While Hewins's approach was related to previous research in librarianship, it was a new approach, not a mere extension or replication of surveys that came before.

A second possible explanation for Hewins's choice to conduct a survey for her report involves a strategic response to gender stereotypes. I argue that Hewins gathered the voices of others in order to compensate for her lesser status as a woman in the eyes of her male colleagues.

Further evidence of the connection of this research model to gender follows. For this first report, rather than speaking as a woman whose expertise could be discounted on the basis of her gender, Hewins situated her expertise as the result of an investigation that had yielded empirical evidence.

Using a questionnaire to gather the opinions of others was a strategy through which Hewins established an authoritative form of discourse that other women would go on to replicate in librarianship.