Identity Accelerator #4: Sorting Your Stuff [Intro to Thematic Coding in Qualitative Research]

Introduction

“Sorting your stuff” is a fun activity. It can lead so some personal revelations. What this activity involves is the participants emptying their handbags, book bags, backpacks, or other containers that they have with them. Then, they sort the objects into two or three categories and, in doing so, explain how they chose the categories into which they sorted the objects.

This is an activity that I have used in conducting workshops on phenomenography. But, recently at the 32nd Annual Qualitative Analysis Conference (2015), I noted that some professors* of qualitative research methods also use this activity to introduce basic thematic coding. It is, however, possible to use this activity simply as an “introductions and welcome” activity in a more general sense. For classes that are not related to qualitative research, facilitators can ask students to select object of different topics and themes.

Modalities

• Asynchronous: If used as an asynchronous activity, students can post pictures or videos of their objects. If using still pictures, it is helpful if the students take several pictures to show their thought processes. If using videos, the students can narrate their thought processes. Then, the class members can make suggestions and ask questions about the categories chosen.

• Synchronous: It is possible to do this activity in a synchronous manner, but it can be time consuming. It is possible in a synchronous format for the students to work together in groups. The students could aim their cameras at their tabletops and talk about what objects they have with them. Or, the students could come prepared to the online meeting with pictures of objects (perhaps even objects that are special to them; there could be a class theme).   Then, they could arrange the objects on a shared whiteboard. Fellow classmates could even move the pictures around the whiteboard to discuss alternative classifications. As you can see, there are numerous ways to do this activity online. Students can also do some meta-coding where they locate themes and categories that are common across the entire class.

Preparation

• Whether face-to-face, asynchronous (text-based), or synchronous (VOIP), ask the students to have their handbags, backpacks, book bags, etc. near their computers (or bring to class).
• The instructor may or may not wish to have the students read related course materials or watch videos about qualitative research (if that is the objective of the class) in advance.
• Test the whiteboard and/or discussion forum to ensure that students can post images and/or manipulate the system in ways amenable to the activity. For example, students must have adequate permissions to manipulate the whiteboard. And, they must be able to post images to the discussion forum.

Teacher responsibilities

• Depending on the format (face-to-face, asynchronous, or synchronous), the instructor needs to think about how to initiate the activity during the session, and to facilitate turn-taking and group structures (particularly for synchronous activities).
• At the beginning of the session, the instructor can demonstrate his/her own special objects and how s/he would categorize them.
• During the activity, the instructor can help guide the discussion of the categories and the processes.
• And, it is important to debrief the students at the end. Help the students understand thematic coding, for example. And, if relevant, help the student make connections to the literature as well as any assignments or projects for the course.

Comments

I have had excellent success in using this activity for facilitating phenomenography workshops. However, it is important to remind students of qualitative research that they will more than likely be categorizing complex concepts. The use of simple manipulatives has its limitations. Therefore, I recommend this type of activity as a springboard. More in-depth discussions and activities are necessary in any instruction of qualitative thematic coding.

By asking the students to reach into their own handbags and backpacks, you are asking them to share some information about themselves. What we carry with us daily can provide insights into who we are as people. This activity can stimulate interesting and, at times, interesting discussions about what is important to us. I use “us” because the instructor should actively demonstrate and share alongside the students. In this way, this activity very much contributes to the acceleration of identities.

Rating 4.5 stars

Note: for an introduction to identity accelerators for online teaching and learning visit this entry.

*Note: The speakers at the 32nd Annual Qualitative Analysis Conference who mentioned this technique were: Gail Lindsay (UOIT) and Jasna Schwind (Ryerson University).

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Qualitative coding: As I memo, I think

One way of taking memos; I've been using Atlas-TI's memo feature

I am in the third iteration of coding—starting a fourth tomorrow. Whenever I start a new iteration, it seems overwhelming. And, I only just start to feel comfortable after I have already coded three-quarters of the transcripts. Upon the pilot transcript and the first iteration of coding, I used memos spartanly. I didn’t want to clutter my workspace. Rather, I was interested in just getting the codes added.

However, I have slowly allowed myself more and more latitude with memos. And, upon the third time through, it has become clear that memoing helps me to work through the thought process of why I am coding each segment in the manner I have. Many times, I have selected a code, dragged it onto the segment of text. Then, while memoing, I realize that it’s not quite right. As I memo, I think.

As I memo, I also see greater links with segments that I had previously coded separately. I can see better how they interrelate and should be considered as parts of a greater whole. This might seem a bit cryptic, but it is easy to code each sentence or paragraph—relying on the visual aspects of the text as a cue for when each code begins and ends. This is not necessarily the way to code–at least not for my phenomenographic purposes. (I believe we mentioned similar concerns with coding in the article referenced below.) I am interested in the meaning aspects of the text.  As I memo, I articulate my thoughts on the segment, and find myself better able to conceptualize the connections between the segments, between the segments and the transcript within which they appear, and between the segments and the collection of transcripts in the project.

A major advantage of using memos is that it is a record of thought. And, by retracing thoughts, codes can be reviewed, kept, modified, or changed completely. When there is a large quantity of data, time will elapse between the coding of each segment. It is nearly impossible to remember how each decision was made. Having a record of thought processes it extremely important. I have even included memos indicating my own shifting from one decision to another by comments such as, “I have decided to code this segment as X. Hmmm . . . no, I think I will code it this way instead . . . because this part of the segment indicates . . .” Being able to trace my hesitance, indecision, changes of mind helps in the final evaluations/decisions.

Recommendation: use memos; use them often.

References:

Garrison, D., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8. doi:10.1016/j.iheduc.2005.11.001

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Data analysis: When it starts to make sense—also known as “breakthrough”

Yes, that title says what I want it to say. I’m hoping that by sharing this in my blog, it provides some hope for doctoral students groping through the dark depths of their data.

Admittedly, I have been procrastinating somewhat—a few months, actually. I have done the initial coding of my transcripts using discourse analysis techniques derived from the work of Gee (2010), Potter (1996), and some other significant authors. Then, I did some additional coding for some salient and potential phenomenographic categories that I saw emerging—some expected; some not so expected. I exported from Atlas-TI quotes according to the code categories. I have read through all of them in Word, highlighting and jotting down additional notes in on the pages themselves and in my extremely messy journal. I have plodded along in faith that something would one day make sense, and with an unspoken knowing that these steps would lead me to that place.

As a result of this seemingly blind journey, I started seeing categories of description emerge. And, I am getting a sense for the variation in experience associated with the categories of description.

During my last meeting with my supervisor in which she shared some newly discovered ideas from another student’s viva, I crossed my most profoundly deep threshold of understanding. I am now coding for some additional code-perspectives. And, I can see how discourse analysis strongly supports the study of liminality–sub-liminality, in particular. My supervisor and I discussed the idea of discourses and sub-liminality (hyphenated spelling is intended), and I found the relevant literature by the threshold-concept-gurus in my notes. (Thank gawd for the notes I took on my resources—invaluable.) Today, it feels as if it is just coming together.

At the time of writing this, I was in one of my favourite, sunny coffee-spots, and I was starting to code with these new codes. Suddenly, I saw significant meaning and patterns. I could see the connection between discourse analysis, threshold concepts, Harré’s Vygotsky cycle, and my data emerging as if it is the most natural thing in the world. Whoa. Breakthrough. Now, I must find more time to code.

Of course, my experience in writing my master’s thesis had taught me to expect these moments of lucidity to be punctuated with moments of feeling overwhelming out-of-control. Alas, these are natural ripples in the pond. Keep going.

 References:

Edwards, D. (1997). Discourse and Cognition (p. 368). London, UK: Sage Publications, Inc.

Gee, J. P. (2011). An Introduction to Discourse Analysis: Theory and Method (3rd ed., p. 224). New York, NY: Routledge.

Potter, J. (1996). Representing reality (p. 265). London, UK: Sage Publications Ltd.

Wooffitt, R. (1992). Telling tales of the unexpected: The organization of factual discourse (p. 217). Hertfordshire, UK: Harverster Wheatsheaf.

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