Methodology Chapter: Harry, B., Sturges, K.M

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SAMPLE EXCERPT:

[. . .] As soon as possible after interview, I will listen to each cassette. I will transcribe key words, phrases and statements in order to allow the voices of research participants/informants to speak.

2. Summarizing each interview, validating it and where necessary modifying it.

When summarizing it, I will try to enter the inner world of the respondent and gauge his manifest theme. Before concluding, I will return to him for feedback and affirmation to determine if the essence of the interview has been correctly 'captured' (Hycner, 1999). Modification will proceed from this validity check.

3. Extracting general and unique themes from all the interviews and making a composite summary. ((Hycner, 1999).

Finally, I will look "for the themes common to most or all of the interviews as well as the individual variations" (Hycner, 1999, p. 154). It is crucial that I try not to encapsulate all in one theme, particularly if there are various voices. I should try to single out the unique and minority voices in order to bring out important counterpoints.

A composite summary is then produced with the researcher attempting to bracket himself throughout.

4. The phenomenological report ends with the reader underlying better the essential, invariant structure of the experience

Part 3: Page 6 (Do part 2 [below] first)

When you're finished with the assignment below, answer the following questions in one page Briefly summarize your article critique. In your opinion, what were the article's main strengths and weaknesses? What might you do differently in the implementation or the write-up?

The strengths of the article lie in that it addresses a conspicuous and original problem. there is a great concern that because of social media's prevalence, writing skills in the classroom have and will continue to deteriorate, reversing competent writing skills because of textese. As such, the current paper is designed with the purpose of investigating the effects of social media and texting on college students' writing. The ramifications of this study are helpful both for the educational field and for social work in that educators and social workers can use this study to generate ideas for either using social media to facilitating literacy or to finding ways to directing heavy social media users to recognizing the problem and to improving their literacy. Another contribution is the fact that this study would show social-media users that heavy use of social-media can impoverish their literacy skills .

The limitations of the study included the following: The phenomenological research method can be messy and complex since it generates a large quantity of interview notes, tape recordings, jottings and other records all of which have to be analyzed (Lester, nd). More so -- and this is a problem with all qualitative methods, it may be difficult to achieve objectivity since personal experiences may intrude in interpretation of participants' statements or in choosing which to incorporate in final report. Furthermore, participants may be unwilling to commit themselves for lengthy periods of time or for more than one session.

To deal with some of these issues, I may involve other objective associates in the research procedure and enlist their collaboration in interpreting transcripts and in forming themes from interview transcripts, unstructured notes and personal texts.

In the case of possible disorganization, a mind-map or set of 'post-it' notes can be used particularly if there is a great deal of data that needs organizing. The resulting list can be used to summarize the whole and the participants then approached for feedback regarding accuracy of interpretations (Hycner 1985). Another option is to enter the data into a database according to analyses headings, and use a mail merge facility to extract and compare entries (Lester, nd). Different data can then be juxtaposed and compared and composite themes more easily arrived at.

Sources

Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.

Giorgi, A. (1985). Sketch of a psychological phenomenological method. In A. Giorgi (Ed.), Phenomenology and Psychological Research (pp. 8-22). Pittsburgh, PA: Duquesne University Press.

Giorgi, A. (1989). One type of analysis of descriptive data: procedures involved in following a phenomenological psychological method. Methods, 1, 39-61.

Hycner, R.H. (1999). Some guidelines for the phenomenological analysis of interview data. In A. Bryman & R. .G. Burgess (Eds.), Qualitative research (Vol. 3, pp. 143-164). London: Sage.

Easton, K.L., McComish, J.F., & Greenberg, R. (2000). Avoid common pitfalls in qualitative data collection and transcription. Qualitative Health Research, 10, 703-708.

Trapp, E. (2005, June). The Push and Pull of Hip-Hop. American Behavioral Scientist, 48(11).

Husserl, E (1970) trans… [END OF PREVIEW]

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