The authors, both Belgian, have taught quantitative methods to library school students for over ten years. This text assumes no prior knowledge of statistics. It provides a strong rationale for the use of statistics in annual and other reports. Part one is “Information about the library” and covers data gathering, sampling, levels and scales of measurement – but not the appropriate statistical techniques permissible at each level. It includes useful caveats on definitions, data gathering electronically and on what to measure.
Part two covers descriptive statistics including graphical representation of data, scatter plots and regression, standard deviation and variance, means, medians, quartiles and percentiles. Features not always seen in other introductory texts are the inclusion of “box and whisker” plots showing relative dispersion of data and the 80/20 rule plotted via Lorenz curves. There are also some warnings, for example on the fact that lines of regression are always straight whether there is a relationship there or not. An interesting item is that on the supposed order of increasing difficulty in the perception of graphs (pp. 29‐31).
Part three covers inferential statistics – the normal curve, confidence levels, significant differences between means, and Pearson’s coefficient of correlation (but not rank‐order correlation). It does not cover chi‐square tests, finite population correction, multivariate statistics and other matters that some might expect in such a text. The reader is referred to other sources for these. There is always the problem of what to include in introductory or “statistics made simple” texts.
The appendices provide two pages of random numbers, the order in which calculations are done, basic arithmetic on pocket calculators and a list explaining the symbols used in mathematical notation. There is a bibliography and an index.
Unlike some texts, the examples and exercises given mostly concern significant relationships found in library and information services – perhaps the only justification for statistics texts designed for specific audiences. The dilemma in any statistics text is often how far to delve into research concerns or such matters as common statistical errors, fallacies and tricks (e.g. suppressing base lines). The limitations have to be accepted. The use of mathematical notation can also create problems. I know some would argue that the sooner the student is exposed to it, and obliged to use it, the better. Nevertheless, I have seen students struggling with the symbols, inhibiting learning of concepts and techniques that were well within their grasp when simpler explanations were offered. However, one can always argue “I wouldn’t have explained it in quite that way”.
There are so many texts on statistics that you really have to check some out to see which one is best for you – for example, that by Stephen and Hornby (1997). Any introductory text cannot hope to cover all the statistical tests a practitioner‐researcher might need. Indeed, the academic librarian needs some acquaintance with educational statistical techniques. There is also the question of just how much knowledge the non‐statistician needs about research design, data analysis, and presentation. It is always advisable to take skilled advice. I would recommend that the beginner sticks to just one book, and masters that, as a novice may only become more confused reading another until, later, you begin to see the basic similarities between them all. This volume may, or may not, be the one.
