Working With and Sharing Interview Material 9310028A Isaac 9310044A Nicole

1. Working With and Sharing Interview Material 9310028A Isaac 9310044A Nicole 9310056A Nancy 9310804A Ivy 9310902A Albee Instructor: Mavis Shang Date: May. 7. 2008

2. Managing the Data • organize the material & keep accessible 1.trace interview data to the original source 2.contact participant readily • pay attention

3. Keeping Interviewing and Analysis Separate • gathering and analyzing data → difficult to separate → integrate the 2 stages, each informs the other 1. conduct interviews 2. study & analyze 3. frame new questions 4. conduct further interviews

4. avoid in-depth analysis of the data, until you complete all the interviews

5. Tape-recorded Interviews • tiresome to transcribe • listen to the tapes several times →then pick out important sections →then transcribe Disadvantages: preselect parts of the tape and omit others → premature judgments Advantage: labor-saving

6. Other solution: • hire a transcriber →verbatim →record nonverbal signals & interruptions

7. Studying and Reducing the Text • reducing data → inductively ＞deductively → open attitude → objectivity ( let the interview speak for itself)

8. Marking what is of interest in the text ●To read and mark with brackets what is interest. ＊What is of essential interestis embedded in each researcher topic and will arise from each transcript. (depend on your major points) ● Reading with judgment ● Mark the interest information that attracts your attention (do not hesitate and be doubt) ● Researchers check those marked information with participants.

9. Sharing interview data: Profiles and themes Two ways to share interview data ● In order to reduce materials, reseacher marks the interest part and then shape material for sharing and display. ＊To group participants’ profile into categories. ＊To mark individual massages group the information into categories study the categories, study the connections within groups and among groups.

10. Rationale for crafting profiles The complete and compelling datum conclude beginning, a middle, an end, sense of conflict and resolution can be shaped into a profile of the participant. If it is not complete data, then it can be supported as short narrative. The transcripts in participants’ own words can transmit the person’s consciousness.

11. The crafting profiles: To display the coherence of participants’ experience details To share the coherence that they has expressed To link their individual experience into the context.

12. Steps in Crafting a Profile • Read the transcript • Mark passages of interest • Label those passages • Make two copies of the marked and labeled transcript • Cut and file the marked passages (paste them together into a single transcript) • Read the cut-and-paste transcript • Craft a narrative

13. A Profile ◆ Present the words of the participant ◆ Use the first–person voice of the participant E.g. It’s my ninth year. I only wanted to do it for a year….

14. ◆ Put some language in brackets (let readers know the language is inserted in order to clarify a passage) E.g. I think [day care] a lot of the times helps the parents. ◆ Use ellipses to omit material or skip paragraphs or pages E.g. It makes me feel real good….

15. ◆ Delete certain characteristics of oral speech E.g. “uhms”, “ahs”, “you know”. ◆ Present material in the order in which it comes in the interviews a. Don’t change meaning b. Faithful to present material

16. A Consideration • Protect the identity of the participant ◆ Use a pseudonym ◆ Change certain identity background E.g. A freshman becomes a junior ★ The disguise must not misrepresent what the participant has said in the interview.

17. Making Thematic Connections 1. A more conventional way of presenting interview data is to organize excerpts from the transcripts into categories. * excerpts=citation 2. Theme: Connections between the various categories

18. 1.During the process of reading and marking the transcripts of interview, the researcher can being to label the passages that he or she has marked as interesting. 2.Locking in categories too early can lead to dead ends because some of categories will work out.

19. 1.Researchers should also label each passage with a coding system that will designate its original place in the transcript. * designate=point out 2.Coding system can help you retrace original place of excerpt in the transcript

20. *coding system: ex. Roman numeral (I. II. III.) for the interview sequence Arabic numbers (1.2.3) for the page number of transcript

21. 1.File those excerpts either in computer or in folders 2.The process of working with excerpts from participants’ interviews, seeking connections among them, and building interpretative categories is demanding and involves risks.

22. 3.The danger is that the researcher will try to force the excerpts into categories, and the categories into themes that he or she already has in mind, rather than let them develop from the experience of the participants as represented in the interview.

23. Interpreting and analyzing the material What is Interpreting and analyzing?? *Making passages that are of interest *labeling them *grouping them *crafting a profile ---excerpts arranged in categories.

24. Final step in the process asking what you learned from interview Studying the transcripts Making label of them crafting a profile Organize categories

25. What connections?---participant What do u understand now? -- than before What conformation of previous instincts? How consistent/ inconsistent? - literature

26. Claser and strauss(1976) Write a memorandum Example: How they were picked What they mean to you

27. Early stages Last stage Evidence To ask what the research has meant to him or her.

28. *events *structures *roles *social forces -------------------------------- Theories-> the purpose of research

29. Narratives-> a function of our interaction with the participants and their words. Research Limit Strength - we can understand the details of their experiences from their point of view