Bob's Qualitative Methods Fluency Blog

2006-04-04T22:28:00.000-04:00

Huberman & Miles (Chapter 16) and Reflection

“Doing qualitative analysis means living for as long as possible with that complexity and ambiguity, coming to terms with it, and passing on your conclusion to the reader in a form that clarifies and deepens understanding” (p.394).

This chapter was on reflections, because of this and of where I find myself in the term it is an appropriate time to make several of my own. In this response I will include one reflection; I will focus on the phrase “passing on.”

The nature of qualitative research is to pass on a deeper understanding to other individuals. The struggle with ambiguity and masses of data is a struggle to not necessarily solve a problem, but to provide further insights, add additional narratives. This act is performed so that others can do so by adding theirs. It is a continual dialogue.

The course of this term is an illustration of this exercise. Dr. Shulman passed on his own knowledge, experience, and insights; this allowed each of us to become actors in this dialogue, by passing on our own bits of knowledge, experiences, and insights.

I am left with more questions than answers. This is however the consequence of a good education. I recognize different types of questions and problems and am now better equipped to contemplate means to address them as well as the questions and problems themselves.

2006-03-31T23:37:00.000-05:00

Gorman & Clayton, Chapter 12: Analyzing Qualitative Data from Information Organizations.

This reading, like the Huberman and Miles reading, was incredibly useful and could not have come at a better time. This chapter reemphasizes data analysis strategies we have discussed throughout the term, coding and content analysis, while introducing less familiar aspects of data analysis, like data reduction. Because I am working with a relatively small body of data this is not an issue for me. However, I have not devoted serious contemplation to the difficulties posed by having too large of a data set, in terms of understanding and viewing certain patterns that may exist in the data. As Gorman and Clayton detail rather nicely, too little data may inhibit the ability to conceptualize certain patterns, but too much may also bury them, if the data is not managed effectively (Gorman & Clayton 207).

2006-03-29T00:23:00.000-05:00

Huberman & Miles, Chapter 12: Framework Method

The illustration of this approach to data analysis was very helpful. The framework approach is systematic, but flexible enough to take into account the “unwieldy” nature of qualitative data. The systematic nature of the technique is helpful in that it requires the analyst to build a solid framework with which to understand and work with data. The aggregative nature of the building process strengthens the ability to see relationships. This also requires an active consideration of how the data was collected and how it will be used. All of this ensures that the requirements of the analysts will be considered.

2006-03-14T23:22:00.000-05:00

Chapter 11, Silverman Text

An interesting point in this chapter is Potter’s criticism of the study of talk as simply a “conduit for information between two speakers” (Silverman 210). The meaning is not simply in the message, but how the message is constructed. Conversation analysis makes use of the “blurry edges” because these too are products of the speaker and the result of choice/action.

Discourse analysis for naturally occurring talk does not reduce the value or the purposefulness of the words used. This is nicely illustrated by the contrast described between discourse analysis and the psychological approach to studying talk. In reference to the talk between the late Princess Diana and her interviewer Martin Bashir, Potter notes that the cognitive psychologist might treat her use of the phrase “I dunno” as an “uncertainty token” (Potter 210). These words, in this approach, are used to make up for the lack of words or understanding. However DA recognizes these words as actions, which may be essential to understanding what occurs in the talk.

2006-03-07T02:22:00.000-05:00

More Thoughts on Interviewing

I’ve continued to think about the question discussed in seminar regarding the knowledge of, or relationship to, a specific group the interviewer should be in possession of. Again I think Holstein and Gubrium’s concepts of interview as a meaning-making process and the interview as a dramatistic process are helpful. A film director brings individuals together based upon the reaction that will be produced. Different orchestrations allow for a variety of affects, but the director selects a cast that will hopefully produce his or her desired affect.

The interview as meaning-making process functions in a similar way. If the interaction creates the meaning and the type of knowledge produced is affected by the characteristics of the parties involved, then the researcher can “stage” interactions based upon the desired results, i.e variety/texture of knowledge sought. Now, on the surface, or at the very least how I describe it, this may seem suspect, and carry an aura of manipulation. However, it is important to note that though the setting of meaning making is directly manipulated, as it always in some way is, the meaning created is not. This too however carries important issues that must be thought over, but I’ll save those for a later post.

2006-03-01T14:12:00.000-05:00

Qualitative Research, Chapter 8: The Active Interview

The conceptualization of the interview as a site of meaning making and possible knowledge production fits in well within the larger context of knowledge production, i.e. research. Holstein & Gubrium write that the interview is like a “two way information street,” and that because the interview is a “two-way construction” the construction of knowledge is interactional (Holstein & Gubrium 143). This idea of the “two-way construction” can be applied to the researcher’s relationship with other aspects of knowledge construction-production. Reading other reports, investigating and using methodologies, and analyzing data entail working with objects that are ambiguous. The image of the onion is one that I continue to return to as the authors of the various essays discuss the nature of layers and textures in relation to qualitative research. Unraveling can be understood to be a dialogue. An action is imposed upon an object, but the object also reacts in terms of how it responds to the actions of the researcher. How does an object resist, or encourage the researcher to desist, from analysis? The idea of the active interview could be extended to that of active research.

2006-02-28T17:09:00.000-05:00

Gorman & Clayton, Chapter 8: Interviewing

An important point emphasized in this chapter is that of record keeping. As the authors note, having detailed notes and records will allow a researcher to increase the credibility of his or her study by being able to support the work with a body of documentary evidence (Gorman & Clayton 139). Additionally, it serves the researcher well during the process of writing up the work (Gorman & Clayton 139). Like the field notes strategy recommended in the chapter on fieldwork, using the “who, when, where” guidelines provides the researcher with an additional means to conceptualize the methods used in the interview process. This can be constructive in terms of evaluating the design or methods used.

2006-02-22T18:19:00.000-05:00

Initial Experiences with ATLAS.ti

I was very pleased with today's initial experiences using ATLAS.ti. I was able to use basic functions successfully and am happy with my initial coding work. Though I am sure these initial codes are far from ideal, they are a start, and I am comfortable with the software functions I have used thus far.

In working with the Amazon book reviews, I first coded the data sets according to their structural elements. Elements I considered were items such as title, geographic identifier, and identifying which aspects of the review were summary and review. This exercise was effective because the elements were easily identifiable and this gave me a chance to experiment with using the software to make and apply codes.

My second level of coding, where I am now, includes evaluating the content. Currently, I am coding for relationships, such as references to other reviews or texts.

2006-02-21T16:00:00.000-05:00

Group Persuasion (Chapter 9, Gorman & Clayton)

Gorman & Clayton note that one of the cautions in using focus groups is that it is possible for dominant personalities to control and sculpt the dialogue of the whole group (Gorman & Clayton 143). A recent article provides several interesting insights into this issue.

In her article "The Focus Group Technique in Library Research: An Introduction," the author writes that “in everyday life, people’s opinions and decisions are frequently shaped by the influence of others” (Glitz 389). The author also writes that the “focus group discussions can be thus said to mirror a natural societal phenomenon” (Glitz 389).

Though Glitz is correct, I believe the purpose of a well designed focus group is partially to transcend this “societal phenomenon.” A well designed focus group provides individuals with an opportunity to speak and reveal voices that may usually remain hidden. Effective instruments for data collection are difficult to develop because they are designed to do this. The theme that runs through all the readings thus far is the variety of textures and layers that different instruments can reveal in data elements. Glitz is correct to identify that there are certain societal behaviors that must be overcome to create an effective instrument; but, I caution against treating them so causally.

2006-02-16T21:51:00.000-05:00

Example of Coding as a Journalistic Device

In the February 13, 2006 issue of U.S. News and World Report, an article titled “Seeking Spies: Why the CIA is Having Such a Hard Time Keeping its Best,” prominently features several quotations from former CIA officals. What is unique is that there are blocks of text highlighted with a yellow box; this is done to emphasize the similarities of the selected texts. I thought this was an interesting example of content analysis.

2006-02-15T11:56:00.000-05:00

Unfettered Inquiry (Huberman & Miles, Chapter 7)

One of the important problems posed by the authors in this reading is in regards to the proper amount of emotional distance to maintain. Should the individual maintain a cosmic distance from the subject or maintain a “deep personal commitment” to the subject (Huberman and Miles 149)? Both approaches have their problems. If you were to look at a painting from far away the whole object would be seen but the detail would be limited, and if you were to view a painting from an extraordinarily close distance a small space would be seen in great detail, but the space’s relationship to other aspects of whole would not be seen. In my view it is a matter of personal choice and preference, both based upon the scope and goals of the research and the researcher’s underlying philosophy. A middle path can be found in the “attitude of judiciousness and calm concern” and the ongoing careful and patient analysis and re-analysis of the data (Huberman & Miles 149). But, this path could also be reviewed as too little or too great, a distance, depending on one’s perspective. Each researcher needs to establish their own rules for engagement.

2006-02-08T11:49:00.000-05:00

Milman Parry

In chapter four of the Silverman text the authors comment on the use of formulas as a means of composing documents and the similarity of this to the methods used in constructing and disseminating oral epics (Silverman 65).

The authors are alluding to the work of the linguist/classicist Milman Parry (1902-1935). In order to support his hypothesis of the use of formulas in Homeric epics Parry traveled to Yugoslavia to observe, record and analyze the epics of living “oral bards.” He found that similar formulas were used by this group, supporting his hypothesis. This is an interesting example of the use of qualitative methods, and demonstrates how a combination of methods can be orchestrated successfully.

If you are interested, more information can be found here.

2006-02-07T23:40:00.000-05:00

Silverman Readings

I like chapters four and five of the Silverman text very much. The authors of these essays clearly demonstrate the fluid nature of documentary evidence. Clearly and concisely they illustrate the danger of approaching documents as honest “truth-tellers,” as well as stable examples of a reality.

Documents, like human subjects, consist of a surface. They display a reality, but this reality may be crafted, guarded, or manipulated to serve certain purposes. Certainly, they will not provide evidence of all that lies beneath; the work, thought, and purpose remains hidden by the page.

This essence is important. Analyzing a document is similar to the use of qualitative methods to study people. In observation, the researcher is given a surface to study; but, to borrow an analogy I remember hearing long ago but whose source I cannot recall, it is like an iceberg, the tip is visible but the massive body lies in the murky sea. But, with triangulation, in the study of people, as well as in documents, a corrective is available to remedy the limited view one lens will provide.

2006-02-07T01:55:00.000-05:00

Project Brainstorming Exercise

What is the general area in which you wish to do a project?

One of my areas of interest is the history of reading. The reviews posted at amazon.com provide an interesting opportunity to study contemporary reading habits. Through analyzing reader reviews, I hope to gain a better understanding of how, and what, people write about what they read. Are there patterns in how this is accomplished? Additionally, since the reviewer is attempting to discourage, or encourage, any future readers, I am also fascinated with how the arguments are structured. Are there differences in the structure of arguments for and arguments against a particular book? It is questions such as these I hope to gain insight to.

What types of data are available to you that are amenable to qualitative research?

Sites like amazon.com and bn.com (Barnes & Noble) provide large quantities of free data. The book reviews could be reformatted to remove any identifying information and put it into a form that could be coded. Additionally, it might be useful to code different books and do a comparative analysis of the two coded data sets.

What do you intuitively expect to find in the data you plan to collect and analyze?

I do believe there will be similarities in the language used in the book reviews. It is also likely that there are structural similarities in terms of the reviewer’s phrasing. I also expect the reviews to be a combination of plot summary and critique. It is my goal to approach the coding with a blank slate, so I will be careful not to bring any of these preconceived notions to my coding work.

What are the obstacles (ex. access, time, or resources) that might impede your project?

The main obstacle will be time. Other than the New York Times exercise I do not have much experience with coding; I am sure it may take a few runs to get the hang of it. I anticipate a data set of at least 15-20 reviews. This will take some time to code. However, with careful time management, I do not anticipate any serious problems.

2006-02-03T10:56:00.000-05:00

Class

Wednesday’s class exercise was quite helpful. First off, it was interesting to listen to my fellow students discuss their research interests, and the different means of using qualitative methods for gathering and analyzing data. Secondly, it was helpful to verbalize my research goals to the small group and the class. It is difficult work to present a clear picture of a research problem to an audience, which embodies the context that makes the problem seem so clear to the researcher. In doing so, I have come to realize that even what seems clear to the researcher, is not so, and that discussion with others is necessary in order to iron out certain rough spots.

2006-02-01T12:22:00.000-05:00

The “Attitude” of Qualitative Research

Gorman and Clayton’s remarks on historical research in chapter 5 struck home with me. I am concerned with historical problems and questions, and most likely, in my work, I will study documents.

Gorman and Clayton write that:

For the researcher using content analysis of documents in historical studies the fieldwork approach is equally relevant, although in a somewhat less personal sense. Specifically, the researcher wants to develop a relationship with the documents that will enhance understanding of their context and content, especially the content that is experience-near (Gorman & Clayton 67).

Whether recording the voices of the living or reading the voices of the dead, biases and research approach will impact the results obtained. For me, qualitative methods for gathering data embody a degree of openness, fascination with curiosity, which necessitates well thought-out, yet flexible, research strategies. This is what Gorman & Clayton describe, in the context of fieldwork, as the “attitude of fieldwork,” though they remark that this attitude applies to any qualitative methodology (Gorman & Clayton 67).

The question that this poses for me is how can I bring this “qualitative attitude” to my study of documents? A good illustration is how I would use field notes. The strategy recommended by Gorman & Clayton is just as useful in the study of documents as it is in recording and commenting on observations of subjects. In the observational note, I would need to record in the same mindset that I would bring to initial coding; these are my initial observations. In the theoretical note, I could hypothesize about any trends or patterns that may be present, or that I anticipate to develop. Lastly in the methodological note, I would record any changes necessary to my research strategy, possibly additional sources to consult based upon data collected.

An important point made by Gorman & Clayton is that qualitative research is flexible; and more specifically, to point of this week’s readings, that “in the field,” does not have a fixed context; the voices a person study may be in a boardroom, or in boxes in an archive.

2006-01-31T23:43:00.000-05:00

Gorman and Clayton, Chapter 6

A point that I found interesting in this chapter is Burgess’s statement on access. According to Burgess, “research access is not merely granted or withheld at one particular point in time but it is ongoing with the research” (Gorman & Clayton 89). In addition, nor is it granted by one person. In fieldwork, the researcher may likely be observing and interacting with more than one person. Each person acts as a point of access, in terms of how successful the researcher will be in obtaining data, from participants at an individual level. I gather that gaining permission to carry out research in a center is only half the battle, while obtaining the trust of the subjects is far more difficult. The use of methodological field notes could be an effective means of managing this complex process. The researcher could make notes for suggested changes in approach, if difficulties are encountered.

2006-01-30T20:52:00.000-05:00

Just A Quick Post

I am enrolled, along with Mary Jo and Al, in a doctoral seminar on Human Information Behavior. During the review of several articles terms like “grounded theory” and “triangulation” popped up. The terminology is now not as foreign. It was nice to be able to think “ah-ha” instead of “ah!!!”

2006-01-27T10:14:00.000-05:00

A Matter of Definition?

E.G. Guba suggests trading the terms reliability, validity, generalizability for repeatability, credibility, and transferability (Gorman & Clayton 26). He suggests some of the criticism of qualitative research is that it is dressed in quantitative research clothing. This is sensible. Using language created to define quantitative measures, should not necessarily be used as a means to describe and define qualitative research. Definitions can become far too weighted, and if applied beyond their original scope, can force their original intent, and connotations, on the newly defined object.

This is an interesting problem, but it can easily become a linguistic debate, and occur outside of the primary problem; though, being a former student of literature, I don't mind the linguistic one. For now though I'll just stick to the primary problem illustrated by Guba, which is I believe, how to best represent and evaluate qualitative research. This is a difficult problem, because a good part of qualitative research entails defining and evaluating language, while using a language of its own to do so. In this post all I can do is pose the question; in later posts I will attempt to offer more of a solution or evaluation.

2006-01-25T07:38:00.000-05:00

Reading Response #1: Chapter Three, Qualitative Research for the Information Professional, Gorman and Clayton.

I found figures 3.1 and 3.2 (pgs. 37-38) in the Gorman and Clayton book useful. They clearly make explicit detailed steps in the research process, which are not necessarily explicit to the researcher, as he or she is doing work. This is what I like about models, such as models of Human Information Behavior; they can be tools for evaluating your own processes of research. In a seminar I took on Human Information Behavior I had to create a model of one of my own information behaviors. This might be a useful exercise as I begin to perform beginning qualitative research. Lastly, to make one last comment on these models, it is useful that they help to confirm visually what our other readings to date have stated and the experiences described to us by recent guest lectures. Qualitative research is an iterative process.

To comment generally on Chapter Three of the Gorman and Clayton text, I found it to be a nice primer for future more in-depth study of specific research methods. My interests are mainly in historical issues, I am looking forward to reading more on historical studies carried out in qualitative research.

2006-01-19T15:17:00.000-05:00

Guest Lecture #2
Date: 18 January 2006
Lecturer: Ms. Sue Sterret
Title: "Bridging the Gap: A Study of Interdisciplinarity"

Yesterday I had the opportunity of hearing a talk from Ms. Sue Sterret. She spoke in regards to her experiences with qualitative research, as well as her experiences as a doctoral student. The following are several key points I found interesting.

1. Qualitative research can be described as a "conversation with people."
2. Pilot studies can be used as effective means of understanding how the selected methodology will work, or won't work.

Additionally, Ms. Sterret also provided two key points, which should concern every doctoral student:

1. It is never too early to begin considering how you will compose your committee.
2. Be sure to have a two sentence statement which clearly and concisely describes your research.

Guest Lecture #1
Date: 11 January 2006
Lecturer: Dr. Becky Hamilton
Topic: Grounded Theory Research

Important Points

1. As you obtain data, formulate your next question.
2. Try to build in multiple variables, this will allow the researcher to build a more dynamic study. However, it is important that a study remains manageable.
3. Email interviews are effective instruments for obtaining data, and may allow for more concise data. Dr. Hamilton mentioned that in her experiences, some data retrieved through email interviews contained less rambling. This could yield a clearer data set.

2006-01-10T20:27:00.000-05:00

Class Session #1

During the first class session I benefited most from hearing Dr. Shulman and my fellow students describe their previous research experiences. I was particularly interested in how the “coding” of human behaviors is being explored as a means of improving safety and of better understanding behavior. The research I have carried out mainly pertains to historical matters; it was nice, and valuable, to hear my colleagues detail their experiences in research, which are different from my own. Everyone in the seminar has unique interests and experiences; I am looking forward to participating in this seminar and learning from Dr. Shulman and my student colleagues as the term progresses, and as I become better versed in matters pertaining to qualitative research.

2006-01-10T20:10:00.000-05:00

And Now It Begins

With this posting I embark on my first blog. It was not as painful as I imagined it would be, and I have now already learned how to perform one new task. If I can learn a new, or further refine, one skill each week I will be quite pleased.