Organic writing process requires audio recorder?

During my digital tools class the discussion moved from representing findings in innovative ways to constructing meaning via organic processes.

A small group discussion began with the idea of leveraging digital tools to support a non-linear writing process. The first issue that was brought to the table was related to this idea of non-linear.  So let’s talk about that notion first (like any good writer we must define our terms first, no?).  So let’s go with the construction of a typical research article.  So what do you read first in a paper: the abstract, introduction, literature review, methodology, results, discussion, and then the conclusion.  Well more often than not, the paper is constructed in this manner. In fact, students are often encouraged to write the abstract last and to rewrite the introduction after the conclusions have been reached.

In this discussion of non-linear writing a student brought up the idea that their writing differed greatly between personal and academic writings.  They wanted to adopt their creative and fluid system of poetic writing to their construction of research papers.  How do you do that? The easy answer – use the same medium across all your writings.  What does that even mean? Well, if you discover that you write better by outlining sentences on paper and then digitizing notes, do that.  If you find that you think best on whiteboards that allow you to construct plans, reorganize and scribble, well then do that.  One of the writing processes that really struck a cord was the notion of writing through recording audio thoughts while out on contemplating walks.  Taking natural conversation and moving them into typed words.

 

On a side note – another idea that came up in the conversation about representing findings was the idea of video.  An example of video representations is prominent in projects like the 1000 Voices project.  This online archive collects, displays and analyses life stories of individuals with disabilities from around the globe.  The not only allows users to upload video but also encourages them to submit images, films, audio, text, or any combination of medium.  Recently one user even passed along personal art projects that told their story.

Another great representation of video based finding presentations are the PhD Comics 2 minute thesis contest videos.  This short animated clips encompass introduction, research questions, methods, and sometimes conclusions in the manner of two minutes.  Here is an example, that talks about how distant reading techniques can be used to acquire information.

New Media Information Display

Throughout this discussion of possible new tools for data interpretation and display remember that the purpose is to communicate not to impress; don’t get caught up in how cool something looks. Think critically about if the options below truly represent the best means of communicating your meaning.
With the rapid centralization of journal article to interactive databases there has been a steady push for incorporating new media in research articles as novel forms of data representation. Often researchers consider tables and other graphical displays completing the discourse, report, or narrative. Typically information is represented in graphs and charts that include: bar charts, pie charts, line graphs (Minter & Michaud, 2003). Other data types can include realistic artifact such as, diagrams, maps, drawings, illustrations, and photographs.
Cidell (2010) took this idea of content analysis and incorporated word clouds into the mix. While word clouds can be effective displays and allow viewers to see what terms are prominent, they don’t allow researchers to display complete phrases. This is where poetic representations (Cahnmann, 2003) can be useful in place of word clouds (for more information check out MacNeil, 2000; Sparkes & Douglas, 2007).
Russ-Eft and Preskill (2009) discuss some very interesting information analysis that includes drama, cartoons, photography, checklists, and videos. These image based constructs of data analysis are further discussed by (Banks, 1998, as cited by Prosser, 1998).
Some interesting approaches to data analysis and display can include the following: cartoons and photo stories, such as graphic novel representation, using recreative images to synthese meaning and convey dialogue; enhanced audio elements as elaborated by Silver & Patashnick (2011); and interpretative live action, as described by Carter (2004), can include dance, plays, and other stage performances. Recently there has also been a push for multimedia video reports, much like this Africa Climate Change Resilience Alliance (ACCRA) project report.  Additionally, other interactive elements such as infographics and webpages are becoming more common place. And lastly, reflective blogs have also proved to be a useful tool (Paulus, Lester, & Dempster, 2013).

 

References

Bank, M. (1998). Visual anthropology: Image, object, and interpretation. In J. Prosser (Ed.), Image-based research: A sourcebook for qualitative researchers. (1st ed., pp. 6-19). Psychology Press.
Cahnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational researcher, 32(3), 29-36.
Carter, P. (2004). Material thinking : the theory and practice of creative research. Carlton, Australia: Melbourne University Press
MacNeil, C. (2000). The prose and cons of poetic representation in evaluation reporting. American Journal of Evaluation, 21(3), 359-367.
Minter, E., & Michaud, M. University of Wisconsin – Extension, Program Development and Evaluation. (2003). Using graphics to report evaluation results. Retrieved from: http://learningstore.uwex.edu/Assets/pdfs/G3658-13.pdf
Paulus, T. M., Lester, J. N., & Dempster, P. (2013). Digital tools for qualitative research. London, UK: Sage.
Russ-Eft, D. F., & Preskill, H. (2009). Communicating and reporting evaluation activities and findings. In Evaluation in organizations: A systematic approach to enhancing learning, performance, and change (2nd ed., pp. 399-442). New York, NY: Basic Books.
Silver, C., & Patashnick, J. (2011, January). Finding Fidelity: Advancing Audiovisual Analysis Using Software. In Forum: Qualitative Social Research (Vol. 12, No. 1). Retrieved from: http://www.qualitative-research.net/index.php/fqs/article/view/1629/3148
Sparkes, A. C., & Douglas, K. (2007). Making the Case for Poetic Representations: An Example in Action. Sport psychologist, 21(2), 170-189

 

 

CAQDAS as researcher’s prosthetic

Much of the Konopasek (2008) article resonated with my general approach to qualitative research, and the integration of technological tools into said processes.  Konopasek (2008) argues that grounded theory methodology can be synchronous to qualitative research, and qualitative data analysis at large, when used for non-deductive research projects.  In grounded theory, the investigators remain the “primary instrument of data collection and analyses assumes an inductive stance and strives to derive meaning from the data” (Merriam, 2009, p. 29). 

Coming from a hard analytic background that consistently uses algorithmic software to assist with data analysis; we are used to contextualizing technological tools as simply tools that do what they are told!  Any data analysis tools should be critically considered, and their capabilities, before fully integrating that tool into the research design.  Konopasek (2008) claims that “humans, not machines, do the crucial work of coding and retrieving” (p. 2) and that qualitative data analysis is more than a “careful reading of data” (p. 3).  Comparative educationalist can work with a specialized computer program where information is manipulated.  In this manner the computer program could be considered a direct extension of a researchers’ thinking. 

While a computer program can provide valuable insight into data trends, they are often limited in creative approaches, flexibility, and issues dealing with uncertainty.  Issues of ambiguity, flexibility, creativity, expanded vocabulary, and ethics all need to be considered when coding data (Saldana, 2009, p. 29).  It is the duty of the researchers to manipulate knowledge to add meaning through these manipulation researchers can “show differences and similarities, emerging patterns, [and] new contexts” (Konopasek, 2008, p. 5).

 

 References

Konopasek, Z. (2008). Making things visible with ATLAS.ti: Computer assisted qualitative analysis as textual practices. FORUM: Qualitative Social Research 9(2).

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. (pp. 29-31). San Francisco, CA: John Wiley & Sons.

Saldaña, J. (2009). An introduction to codes and coding. In The coding manual for qualitative researchers (pp. 1-31). London: Sage Publications.

 

Search, Click, Insert

The work of Boote and Beile (2005) really resonated with my journey through graduate school.  I came from a hard science background and had a very rough time adjusting to the academic style of writing and research rigor required in my graduate Education programs.  Despite being in graduate school for a couple of years, I have never taken a course that taught me how to write a literature review or develop article digging skills.  (Despite a course or two claiming to teach you how to write a literature review and ended with Lit. Review final products, none gave guided instruction on this important skill.)  Boote and Beile (2005) claim that shortcomings in student mastery of these skills is due to the “insufficient preparation” of graduate programs (p. 4).  I had to develop my research and writing skills on my own…and perhaps I have developed some bad habits.

Literature reviews are a vital first step in conducting research.  “A substantive, thorough, sophisticated literature review is a precondition for doing substantive, thorough, sophisticated research” (Boote & Beile, 2005, p. 3); often the goal of budding researchers.  To best understand where your research is going it is necessary to understand what has been done and where the gaps in the literature exist. “The literature review should be seen as an integral part of the proposal rather than simply tacked on” (Kilburn, 2006, p.536).  The literature review should be a process, something that serves to educate and inform the researcher and not just an obligatory part of the write up.

A good literature review is not just a summation of previous studies, but needs to “reflect on all aspects of the research process” (Anderson & Kanuka 2003, p. 40).  Far too many times I have seen students use definitions out of context and pull information from studies that not related to their research agenda.  Here, let me give you an example: Often students write a sentence and then use Google Scholar to skim and insert a seemingly relevant citation.  Well if you google the definition of case study, an approach common in the IST and education at-large field, you might get several pages upon pages of information.  Some students go point and “that looks good”…well did you know that the way in which Creswell (2012) defines this approach is different than how Stake (2013) establishes a case, which is different than how Yin (2009) defines a case, that is different from how Greene (1989) defines case studies.  

Due to the varying opinions, it becomes important for student to really read through the literature and use it to enhance their perspectives, and to do more than pick. There is value in rigor! Kibirige and Depalo (2000) provide five criteria when creating literature reviews that include: accessibility; timeliness; readability; relevance; and authority, all of these elements should be met for a successful literature review.

References

Anderson, T. & Kanuka, H. (2003). The literature review process in e-Research. E-Research: Methods, strategies and issues (pp. 39-55). Boston, MA: Allyn & Bacon.

Boote, D.N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher 34(6), 3-15.

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. (3rd ed.). Thousand Oaks, CA: Sage.

Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis, 11(3), 255-274.

Kibirige, H., & Depalo, L. (2000). The Internet as a source of academic research information: Findings of two pilot studies. Information Technology and Libraries, 19(1), 39-55.

Kilbourn, B. (2006). The qualitative doctoral dissertation proposal. Teachers College Record 108(4), 529-576.

Stake, R. E. (2013). Multiple case study analysis. New York, NY : Guilford Press.

Yin, R. K. (2009). Case study research: Design and methods. (Vol. 5). Thousand Oaks, CA: Sage.

Quick Tip: If you are having trouble accesses an article (and the library is taking a while to get it to you), email the authors. More often than not they are more than happy to share their work. Who knows, you might just make a new contact in the process.  The idea of research is to start a conversation not restrict access; authors are generally excited to share their work (if possible).