From Conclusions to Community Impact
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A workshop for academic librarians on using qualitative methods for user assessment and research in the library. Part 4 moves from analyzing and exploring coded data, to developing conclusions and sharing them with user communities.
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From Conclusions to Community Impact
- 1. From Conclusions to Community Impact QUALITATIVE METHODS IN THE LIBRARY, PART 4 JANUARY 2017 CELIA EMMELHAINZ – ANTHROPOLOGY LIBRARIAN – UNIVERSITY OF CALIFORNIA BERKELEY
- 2. Stages of qualitative research: Develop an anthropological question Lit review and conversations for focus Choose a method Choose a sampling strategy Collect data ethically Analyze data by coding for themes Develop and share results in your communities Isaacs (2014) “An Overview of Qualitative Research Methodology for Public Health Researchers,” p. 318-21
- 3. Steps in analysis a. Memos: Start with a close reading and note interesting points or starter ideas. b. Coding: Mark texts systemically with the topics you observe, moving into specific concepts. c. Explore: read back over keky texts; explore codes in relation to each other or to respondent demographics. d. Share: Use evocative quotations to illustrate your findings Kuckartz and McWhertor (2014) Qualitative Text Analysis, p.5, 9
- 4. Exploring relationships with queries Look at quotations in relation to multiple codes ◦ job market OR relocation (broadens) ◦ job market AND relocation (narrows) ◦ job market NOT relocation ◦ student debt WITHIN cost of MLS ◦ successful hire FOLLOWS experience (within a paragraph) Use Scope to search only some documents Save resulting quotations under a new Super Code
- 5. AND / OR / ONE OF (not both) / NOT
- 6. Check out: co-occurring codes
- 7. Compare texts by theme
- 8. Exercise: Compare texts by theme Look at the handout of Skills-People coded quotations and write notes on what you see (five minutes)
- 9. Check out: codes by document
- 10. Check out: codes by document Left: times coded “harm” Below: words coded “harm”
- 11. Exercise: Review coded Take a look over the missionary interview and jot down additional questions you might ask. (five minutes)
- 12. From Coding to Conclusions a. Once you’ve coded, think of sub-questions you can further code (or collect additional focused data). b. List comparison groups that may be useful to explore. c. Draw connections / maps / visualizations of links. d. Go back to your data and create vivid narratives or case stories of why the differences matter. e. Relate your resulting stories and mapped concepts back to conversations in your field. Adapted from Shelly Steward, Changing Gears: From Coding to Conclusions, presentation in the UCB D-Lab, October 28, 2016
- 13. Building Networks Emmelhainz: project on missionary ethics when government restricts access to a country
- 14. Building Networks Emmelhainz: project on study abroad students’ experiences with research and library use, Colby College
- 15. Exercise: Develop categories or a network Look at the list of MLS grad codes and group in categories or a visual network (five minutes)
- 16. Rigor: how do you know it’s any good? 1. You’re engaged over many visits or interviews 2. Your methods are well-grounded in your question and available theory 3. You’ve worked with an extensive or well-focused sample of people 4. Triangulation with complimentary methods (interviews + observation) 5. You’ve gathered a range of perspectives from different sources or sites 6. You’ve highlighted what doesn’t fit your theory 7. You’ve collaborated or sought input on design, coding, and analysis 8. Your participants can see why you got the results you got 9. You’ve documented your process, analysis, and results Gilson 2011, adapted in Stoto ea 2012 … Using Qualitative Methods in Public Health Systems Research
- 17. Results: Infographics Emmelhainz 2015, survey of MLS grads at https://infogr.am/library_grads_by_the_numbers
- 18. Results: Articles Emmelhainz & Bukhtoyarova 2016 “I Fell Into Librarianship…”
- 19. Results: Marketing Campaigns http://transforminglifeafter50.org/files/community_survey_summary.pdf
- 20. Exercise: Outreaching back to user communities Who are you studying? What are you changing? How could you highlighted key changes you’re making as a result? (five minutes)
Hinweis der Redaktion
- 17 people
- We’re going over the ones in red today, and others in next sessions
- Memo – also note choices you make in data management and analysis, starter ideas Coding – two level Explore – user documents groups / families Kuckartz 5 – cites Flick ea 2004 p 9’s characteristics of qualitative research: many methods, used as appropriate, oriented to the everyday and framed by context, taking participants’ views and researcher’s reflection, goal of openness and understanding, analysis starts with individual cases, builds to construct reality, focus on text, discovery, and theory formation… 9 – studies can be ‘exploratory, descriptive, hypothesis-testing, and evaluative” - cites Diekmann 2007 p. 33-40 61 – open coding as ‘identifying and/or naming concepts” 68 – type building is good, but different goal than description or hypothesis testing 88 – “evaluative qualitative text analysis” means not only identifying concepts or codes, but assessing whether respondence evince low/med/high on those codes e.g. “self-confidence” –and then you can compare variables with cross-tabs to see if high self-confidence means low care for environment etc. [weird mix of qual/quant but useful]/
- o see code overlap w/each other, use co-occurrence explorer Code Family to compare many terms Adds query at top; may need to flip topmost code NOT for only one code or family Look in middle for what’s actually being searched Use 2nd AND to join layers eg AND(NOT "divine assistance" & ("conversation" & "encounter")) Semantic (SUB groups, UP level, SIB same level) require network view links first Friese 157 - WITHIN – if coded long section as childhood, and friendship within that – this will find all instances of that (useful!) FOLLOWS – adjacency operator default is paragraphs for text – so within 10 pps CO-OCCURRENCE – doesn’t matter which order within / overlapped Start with code you want to read; other just narrows down that code
- Ethics AND government = 1 result Ethics OR government = 48 results
- MLS survey skills-people
- Use this to explore further
- MLS survey skills-people
- Memo – also note choices you make in data management and analysis, starter ideas Coding – two level Explore – user documents groups / families Kuckartz 5 – cites Flick ea 2004 p 9’s characteristics of qualitative research: many methods, used as appropriate, oriented to the everyday and framed by context, taking participants’ views and researcher’s reflection, goal of openness and understanding, analysis starts with individual cases, builds to construct reality, focus on text, discovery, and theory formation… 9 – studies can be ‘exploratory, descriptive, hypothesis-testing, and evaluative” - cites Diekmann 2007 p. 33-40 61 – open coding as ‘identifying and/or naming concepts” 68 – type building is good, but different goal than description or hypothesis testing 88 – “evaluative qualitative text analysis” means not only identifying concepts or codes, but assessing whether respondence evince low/med/high on those codes e.g. “self-confidence” –and then you can compare variables with cross-tabs to see if high self-confidence means low care for environment etc. [weird mix of qual/quant but useful]/
- Here we’re building networks and starting to link relationships between codes together.
- Here we’re building networks and starting to link relationships between codes together.
- Use MLS grads survey top codes
- Methodological rigor Well gorunded Sampling Multiple methods Triangulation Negative case analysis Debriefing, intercoder reliability Respondent validation
- Here are two novel graphs from a survey of 300 young librarians on facebook. While not a statistically valid sample, there are some clear themes that can be drawn and further researched – first, the number of librarians who need to move; I wish I split did not and could not move, as well as asked why they didn’t move (family? cost?). The second looks at income pre and post MLS, based on age at MLS – as you’d expect, those who started early had almost no income pre-MLS, while those who were older (35-44) at first MLS saw a sharp dip and only regained income after 2-5 years later. The oldest cohort (45-58) saw a dip after graduation and then an increase. A hypothesis for further research is that there were more working from home people who returned to the workforce and initially had trouble finding a job.
- Here you can see two main themes which are being woven together and discussed, with an analysis that draws on the literature on post-Soviet women as well as on librarianship as calling. It suggests two main themes: accidental and calling to the profession.
- Cleveland library had a great email campaign; can’t find it. Sample results. Ugh.
- Thank you, I look forward to your questions.