Class Notes

Qualitative Methods

Analytic Review of articles

We need to ask questions such as:

• Is the problem clearly stated? 
• Is the approach appropriate to the problem? 
• Is the method adequately described so that the quality of the work can be assessed? 
• Does the analysis account for the data set (does it poach or cherrypick)? 
• Are the claims made supported by the evidence (are they self-fulfilling or contrary)? 
• Do the conclusions cohere with evidence and with the problem?

With methodology, there needs to be express systematicity; simple textual analysis is not enough. We need information on units of analysis-- how many and
what percentage?  The level of coding should be specified as well.

We should be suspicious about any instances without contrary cases. We can also assume that the author is lying-- we have to be skeptical as long as the author cannot maintain their case.

Implicative Review of articles

We need to ask questions such as:

• What value is the study for you?
• Have you learned something about the problem or the approach? The methodology?
• Has it taught you about practical processes you can emulate?
• What was the argument structure or writing style?
• Do we find value in the evidence or the way the evidence is handled?
• Does it contribute to the discipline?
• Is it innovative methodologically?
• Does it make a contribution to theory?

The half-life of communication research is about 5-years. After that, the citations rapidly drop off.

Saldana's Ch. 3 and 4

Chapter 3 of Saldana covers quite a lot of specific coding methods. Chapter 4 then concerns itself with transition between the first and second cycle of coding. 

We need to think about our ontology going into a project. It may be possible to try on other ontologies, deciding what fits best for you and your project. The theories you use are also impacted by ontology.

While we can use multiple coding schemes, we ought to decide on them before starting the work. We need  to be very certain of the theories we use.

When looking at interviews, we might want to code the questions as well-- they can expose agendas or ideas that are inserted by the interviewer.

Data does not force us to write in a particular way; science is a rhetorical exercise. In this way, we cannot really be insincere. We need to persuade a known audience, and if the audience wants numbers, we should provide numbers. It is simply an act of persuasion through the available means. There is no real difference between codes and numbers. The major difference is that most metrics measures use a priori coding, whereas qualitative work tends toward emergent coding.  Coding is a whole-body exercise; you can get tired and have definition drift.We cannot presume that our respondents are naive or unaware of our agenda.

When coding absences, we look for moments of transition. If there is a line of thought that suddenly changes to another topic, we know that there is an absence. Every single thing that is said prevents other things from being said; every presence is an absence.

Senior Center Project
We will eventually put together a statement of what we've learned from our interviews. These will be collected and given to the AARP. The project uses the EDDIE model: engage, discuss, decide, implement, and evaluate.