1

CCTP-808 Qualitative Research Methods SUMMER 2012 GEORGETOWN CCT

Monday and Wednesday, 6pm – 9:10pm Walsh 494A

Dr. Katy Pearce

kep63@georgetown.edu Office hours in CarBarn 300 on Monday (3:30pm-5pm) and by appointment (or Skype/Google chat)

Description: This course is an introduction and overview of qualitative research methods--an umbrella term that includes an array of techniques typically used to describe, code, and interpret naturalistic research. The course examines the role of theory in guiding the design and analysis of qualitative data. As such, it explores a variety of qualitative approaches in communication studies, taking into account issues of epistemology (different ways of knowing), methodology (ways of examining), and representation (ways of writing and reporting). The course is more of a practicum to help students learn about different approaches and to acquire an array of skills for using various techniques, including qualitative interviews, participant observation, sampling, and ethnographic field notes and various forms of data analysis (e.g., thematic analysis, constant comparison methods, narrative analysis, language and discourse analysis, and computer assisted data analysis). As this is an intensive summer course, things will move quickly. Please ensure that you have sufficient time to complete the readings and assignments. Course Objectives:

To learn about the foundations of qualitative methods; To become familiar with a variety of approaches for doing qualitative research; To learn how to design and conduct a qualitative research project; To gain skills in drafting research questions, observing situations, conducting interviews, and developing

coding techniques; To develop criteria for evaluating qualitative research, assessing the rigor of it, and understanding its

application. Readings: We will also read theoretical pieces and exemplars of qualitative research that illustrate particular forms of data collection, types of analyses, ethical issues, and qualitative approaches. Nearly all of the readings are from three books, available from Amazon, the bookstore, and the library. Academic integrity: All students are expected to adhere to GU’s academic integrity and code of conduct policies. This includes plagiarism. This is a serious topic and all assignments will be reviewed for integrity. Please familiarize yourself with these policies. Accommodations: Students with disabilities should register with GU’s Academic Resource Center (arc@georgetown.edu) and meet with the instructor about accommodations. Assignments: Research Practicum. Throughout the class you will be asked to present short written assignments. These are designed to aid in learning the process of conducting qualitative research and include: RP1: conducting an one hour observation and writing field notes (and handing in the notes) (20%), RP2: developing an interview guide and conducting one interview (and handing in the transcript) (20%), RP3: coding a text (10%) RP4: writing up the coded text (40%) Specific guidelines for each assignment will be handed out in the class before the assignment is due. They will be submitted via Google docs, so please create a Google account if you do not have one already.

2

Schedule:

WEEK DATE TOPIC READING (listed in order of importance) 1 M 5/21

(5/23 class cancelled)

Introduction to qualitative inquiry

Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. Thousand Oaks, CA: Sage.

Chapter 1: Introduction Chapter 2: The nature of qualitative research Examples: Marwick, A. E., & boyd, d. (2010). I tweet honestly, I tweet

passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13(1), 114-133. doi:10.1177/1461444810365313

Thomson, S. (2005). “Territorialising” the primary school

playground: Deconstructing the geography of playtime. Children’s Geographies, 3(1), 63-78. doi:10.1080/14733280500037224

2 W 5/30 Ethics Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research

methods. Thousand Oaks, CA: Sage. Chapter 4: Ethical issues in qualitative research Berg, B. L., & Lune, H. (2012). Qualitative research methods for the

social sciences (8th ed.). Boston: Pearson. Chapter 3: Ethical issues

Sa 6/2 (full day workshop)

Study design workshop (this is a lot of reading – you may want to start on it early)

Lindlof, T., & Taylor, B. (2010). Qualitative communication research methods. Thousand Oaks, CA: Sage.

Chapter 3: Design I Berg, B. L., & Lune, H. (2012). Qualitative research methods for the

social sciences (8th ed.). Boston: Pearson. Chapter 2: Designing qualitative research Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research

methods. Thousand Oaks, CA: Sage. Chapter 3: The design cycle Lindlof, T., & Taylor, B. (2010). Qualitative communication

research methods. Thousand Oaks, CA: Sage. Chapter 4: Design II Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research

methods. Thousand Oaks, CA: Sage. Chapter 5: Participant recruitment

3 M 6/4 Participant observation / ethnography

Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. Thousand Oaks, CA: Sage.

Chapter 8: Observation

3

Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Boston: Pearson.

Chapter 6: Ethnographic field strategies Optional reading: Lindlof, T., & Taylor, B. (2010). Qualitative

communication research methods. Thousand Oaks, CA: Sage. Chapter 5: Producing data I Examples (please read at least 2 of these): Gray, M. L. (2009). Negotiating identities/queering desires:

Coming out online and the remediation of the coming-out story. Journal of Computer-Mediated Communication, 14(4), 1162-1189. doi:10.1111/j.1083-6101.2009.01485.x

Gray, K. L. (2011). Intersecting oppressions and online

communities. Information, Communication & Society, 15, 1-18. doi:10.1080/1369118X.2011.642401

Horst, H. A. (2006). The blessings and burdens of communication:

Cell phones in Jamaican transnational social fields. Global Networks, 6(2), 143-159. doi:10.1111/j.1471-0374.2006.00138.x

Research practicum 1: conduct a one hour ethnographic observation and write field notes, due 6/11, 9am

4 W 6/6 Interview Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. Thousand Oaks, CA: Sage.

Chapter 6: In-depth interviews Berg, B. L., & Lune, H. (2012). Qualitative research methods for the

social sciences (8th ed.). Boston: Pearson. Chapter 4: A dramaturgical look at interviewing Optional reading: Lindlof, T., & Taylor, B. (2010). Qualitative

communication research methods. Thousand Oaks, CA: Sage. Chapter 6: Producing data II Examples (please read at least 2 of these): Hernandez, D., Weinstein, H., & Munoz-Laboy, M. (2011). Youth

perspectives on the intersections of violence, gender and hip-hop. Youth & Society. doi:10.1177/0044118X11408746

Dimond, J. P., Fiesler, C., & Bruckman, A. S. (2011). Domestic

violence and information communication technologies. Interacting with Computers, 23(5), 413-421. doi:10.1016/j.intcom.2011.04.006

Williams, L. K., Veitch, J., & Ball, K. (2011). What helps children eat

well? A qualitative exploration of resilience among

4

disadvantaged families. Health Education Research, 26(2), 296-307. doi:10.1093/her/cyr004

Research practicum 2: develop an interview guide and

conduct one interview, due 6/18, 9am

5 M 6/11 (6/13 & 6/18 classes cancelled)

Focus group Hennink, M., Hutter, I., Bailey, A. (2011). Qualitative research methods. Thousand Oaks, CA: Sage.

Chapter 7: Focus group discussions Berg, B. L., & Lune, H. (2012). Qualitative research methods for the

social sciences (8th ed.). Boston: Pearson. Chapter 5: Focus group interviewing Examples (please read at least 2 of these): Brabham, D. C. (2010). Moving the crowd at Threadless.

Information, Communication & Society, 13(8), 1122-1145. doi:10.1080/13691181003624090

de Souza e Silva, A., Sutko, D. M., Salis, F. A., & de Souza e Silva, C.

(2011). Mobile phone appropriation in the favelas of Rio de Janeiro, Brazil. New Media & Society, 13(3), 411-426. doi:10.1177/1461444810393901

Toews, M. L., Yazedjian, A., & Jorgensen, D. (2011). “I haven’t done

nothin' crazy lately:” Conflict resolution strategies in adolescent mothers’ dating relationships. Children and Youth Services Review, 33(1), 180-186. doi:10.1016/j.childyouth.2010.09.001

8 W 6/20 Analysis I Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research

methods. Thousand Oaks, CA: Sage. Chapter 9: Data preparation and developing codes Chapter 10: Textual data analysis Lindlof, T., & Taylor, B. (2010). Qualitative communication

research methods. Thousand Oaks, CA: Sage. Chapter 8: Sensemaking

9 M 6/25 Analysis II Research practicum 3: code a text – bring RP1 or 2 to code in class, submit completed document with RP4

10 W 6/27 Writing Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. Thousand Oaks, CA: Sage.

Chapter 11: Writing qualitative research Lindlof, T., & Taylor, B. (2010). Qualitative communication

research methods. Thousand Oaks, CA: Sage. Chapter 9: Writing, authoring, and publishing

5

Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Boston: Pearson.

Chapter 12: Writing research papers Research practicum 4: write up RP3, due 7/5, 9am

6

Evaluation: Below expectations (C-F) Meets expectations (Bs) Exceeds expectations (As) % of

final grade

Contributes to class discussions

Contributes to the discussion by raising questions and comments that reflect little understanding of the material, sometimes builds on others ideas and seldom challenges assumptions and ideas. Demonstrates that reading was completed.

Sometimes contributes to the discussion by raising questions, making sometimes relevant comments, builds on others ideas and sometimes challenges assumptions and ideas. Demonstrates that not only was reading completed, but engaged with.

Always contributes to the discussion by raising thoughtful questions, comments are relevant, and often builds on others ideas and most of the time. Challenges assumptions and ideas appropriately. Demonstrates that not only was reading completed, but engaged with.

10% of final grade

Research practicum

Conducts 1 hour observation. Writes field notes. Demonstrates some understanding of field methods as discussed in class. Fulfills all expectations in assignment guidelines.

Conducts 1 hour observation. Writes comprehensive field notes. Demonstrates understanding of field methods as discussed in class. Fulfills all expectations in assignment guidelines.

Conducts 1 hour observation. Writes comprehensive field notes. Demonstrates mastery of field methods as discussed in class. Fulfills all expectations in assignment guidelines.

20% of final grade

Creates an interview guide as per the techniques discussed in class and in the readings. Conducts 1 hour interview. Transcribes interview. Demonstrates some understanding of interview methods as discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

Creates an interview guide as per the techniques discussed in class and in the readings. Conducts 1 hour interview. Transcribes interview. Demonstrates understanding of interview methods as discussed in class and in the readings Fulfills all expectations in assignment guidelines..

Creates an interview guide as per the techniques discussed in class and in the readings. Conducts 1 hour interview. Transcribes interview. Demonstrates mastery of interview methods as discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

20% of final grade

Does not code document as per the techniques discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

Codes document as per the techniques discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

Codes document as per the techniques discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

10% of final grade

Does not write clearly. Organization and style with error. Demonstrates some understanding of writing methods as discussed in class and in the readings. Does not fulfills all expectations in assignment guidelines.

Writes clearly. Organization and style with some error. Demonstrates understanding of writing methods as discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

Writes clearly and persuasively. Organization and style without error. Demonstrates mastery of writing methods as discussed in class and in the readings. Fulfills all expectations in assignment guidelines.

40% of final grade

Grading scale: A 94-100% A- 90-93% B+ 87-89% B 83-86% B- 80-82% C 70-79% F 0-69%