Book contents
- Collecting Qualitative Data
- Collecting Qualitative Data
- Copyright page
- Contents
- Figures, Tables and Boxes
- Acknowledgements
- Contributors
- Foreword
- 1 Collecting Textual, Media and Virtual Data in Qualitative Research
- Part I Textual Data Collection
- Part II Media Data Collection
- Part III Virtual Data Collection
- Afterword
- Glossary
- Index
- References
Part II - Media Data Collection
Published online by Cambridge University Press: 06 October 2017
Book contents
- Collecting Qualitative Data
- Collecting Qualitative Data
- Copyright page
- Contents
- Figures, Tables and Boxes
- Acknowledgements
- Contributors
- Foreword
- 1 Collecting Textual, Media and Virtual Data in Qualitative Research
- Part I Textual Data Collection
- Part II Media Data Collection
- Part III Virtual Data Collection
- Afterword
- Glossary
- Index
- References
Summary
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- Chapter
- Information
- Collecting Qualitative DataA Practical Guide to Textual, Media and Virtual Techniques, pp. 94 - 116Publisher: Cambridge University PressPrint publication year: 2017
References
Further Resources: Online
For more information about the ‘Everyday Coupledom’ project, see www.enduringlove.co.uk
The Association of Internet Researchers Ethical guidelines can be found here: http://aoir.org/reports/ethics2.pdf
The ReStore site offers material related to the assessment and development of new methods for the analysis of media content: http://www.restore.ac.uk/lboro/
Further Resources: Readings
To read more about the mediated intimacy case-study, see Gill, R. (2009). Mediated intimacy and postfeminism: A discourse analytic examination of sex and relationships advice in a women’s magazine. Discourse & Communication, 3(4), 1–25.Google Scholar
To read more about the ‘Lose the Lads’ Mags’ example study, see García-Favaro, L. and Gill, R. (2016). ‘Emasculation nation has arrived’: Sexism rearticulated in online responses to Lose the Lads’ Mags campaign. Feminist Media Studies, 16(3), 379–397.CrossRefGoogle Scholar
For research methods for media analysis, see chapter 15 in this accessible introduction to media studies: Branston, G. and Stafford, R. (2010). The media student’s book (5th edn). London: Routledge.Google Scholar
For a focus on media analysis from a gendered perspective, see Chapter 2, in particular, in: Gill, R. (2007). Gender and the media. Cambridge: Polity Press.Google Scholar
For a discussion of some theoretical perspectives around Internet and communications research, see: Rice, R. E. and Fuller, R. P. (2013). Theoretical perspectives in the study of communication and the Internet. In Dutton, W. H. (ed.), The Oxford handbook of Internet studies (pp. 353–377). Oxford: Oxford University Press.Google Scholar
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Further Resources: Online
TuneIn is an Internet radio website that allows you to search for podcasts of particular TR shows. It provides a good way to find data or to get a feel for what TR feels and sounds like: http://tunein.com
Further Resources: Readings
To read more about the example study, see
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Further Resources: Online
The Association of Internet Researchers (AoIR) has a useful website where researchers can subscribe to a free, open-access mailing list, download papers from the association’s annual conference, and access the AoIR Guide on Ethical Online Research: http://aoir.org
The Blog Analysis Toolkit is the University of Pittsburgh’s Qualitative Data Analysis Program – a free online system for researchers to capture, archive and share blog posts: www.ibridgenetwork.org/university-of-pittsburgh/blog-analysis-toolkit
The web resource ReStore provides online training resources for researchers. The section ‘resources for learners’ (www.restore.ac.uk/orm/learnerresources/) is particularly valuable, providing overviews of key journals and texts in the field of online research, a glossary, links, FAQs and bibliographies on online research methods, including blogs (see Bibliography section ‘online methodological futures’: www.restore.ac.uk/orm/learnerresources/bibliography.htm): Madge, C., O’Connor, H. and Shaw, R. (2006). Exploring online research methods in a virtual training environment: www.restore.ac.uk/orm/
Further Resources: Readings
For an overview of the strengths and weaknesses of using blogs in social scientific research, particularly as a strategy to access accounts of everyday life, see Hookway, N. (2008). ‘Entering the blogosphere’: Some strategies for using blogs in social research. Qualitative Research, 8(1), 91–103.Google Scholar
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Further Resources: Online
The website MOOD: The Microanalysis of Online Data is an international network of researchers from various disciplines who use methods such as conversation and discourse analysis to conduct ‘microanalysis’ of online data, including things like social media as well as discussion forums: (http://moodnetwork.ruhosting.nl/)
For another, more recent, scholarly network that offers a more linguistic orientation to discourse analysis, see http://adda.blogs.uv.es/
Further Resources: Readings
To read more about the study presented in Box 9.1, see Giles, D. C. (2014). ‘DSM-V is taking away our identity’: The reaction of the online community to the proposed changes in the diagnosis of Asperger’s disorder. Health, 18(2), 179–195.Google Scholar
For a study using thematic analysis to explore male accounts of infertility on a forum, see Malik, S. H. and Coulson, N. S. (2008). The male experience of infertility: A thematic analysis of an online infertility support group bulletin board. Journal of Reproductive and Infant Psychology, 26(1), 18–30.Google Scholar
For a study that exemplifies a discursive psychology perspective applied to forum data, see Horne, J. and Wiggins, S. (2009). Doing being ‘on the edge’: Managing the dilemma of being authentically suicidal in an online forum. Sociology of Health & Illness, 31(2), 170–184.Google Scholar
For a study combining elements of conversation analysis with ‘membership categorisation analysis’, see Giles, D. C. and Newbold, J. (2013). ‘Is this normal?’ The role of category predicates in constructing mental illness online. Journal of Computer-Mediated Communication, 18(4), 476–490.Google Scholar
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