[Air-L] Exercises for teaching digital ethnographic methods (remotely)
Jamie Coates
j.coates at sheffield.ac.uk
Wed Mar 18 04:51:55 PDT 2020
Hello everyone,
What a great series of ideas and recommendations! Thanks to everyone!
One thing I might suggest (in line with some other comments) is that less
is often more. With all these ideas it might be easy to overload the
session.
Think about the one thing you'd like them all to come away with (feel free
to pick my brain personally !)
Lovely to see good things coming out of this crazy time
Best
Jamie
On Wed, 18 Mar 2020, 11:44 Glatt,ZA (pgr), <Z.A.Glatt at lse.ac.uk> wrote:
> Hi Carwyn and everyone,
>
> I know you already have access to this as one of our core IRL members
> Carwyn, but I thought it was worth sending out an updated version of the
> LSE Digital Ethnography Collective reading list, which has some awesome new
> readings on it: https://tinyurl.com/rpc92zy
> This should be of use to anyone currently teaching or planning to teach
> digital ethnography:
>
> If anyone on this list feels so inclined, it would be greatly appreciated
> if you could share our tweet about this to help researchers starting out
> with digital ethnography:
> https://twitter.com/DigEthnogLSE/status/1240233935617101827
>
> I also thought it would be worth sharing the livestream and slides for our
> recent session with Sarah Quinton on 'Ethics in digital ethnographic
> research'. The slides are full of good advice, as well as useful references
> at the end.
>
> Livestream: https://www.youtube.com/watch?v=wyRvZgCzhSk&t
> Slides:
> https://drive.google.com/file/d/1cigCab-yBxgyjvh35Jx4WXqO4c6-NnY4/view?usp=sharing
>
> I hope you're all well and staying safe in these unsettling times <3
>
> All the best,
> Zoe
>
> ________________________
> Zoë Glatt
> www.zoeglatt.com <http://www.zoeglatt.com/>
> ESRC PhD Researcher in Media & Communications
> London School of Economics and Political Science (LSE)
> Managing Editor: Communication, Culture & Critique
> Co-Founder: LSE Digital Ethnography Collective @DigEthnogLSE <
> https://twitter.com/DigEthnogLSE>
> Graduate Student Rep: Association of Internet Researchers (AoIR)
> Associate Lecturer in Media & Communications (2019/20): Goldsmiths
> University
> YouTube channel <https://www.youtube.com/user/Zedstergal> | Twitter <
> https://twitter.com/ZoeGlatt> | LSE bio <
> http://www.lse.ac.uk/media-and-communications/people/phd-researchers/zoe-glatt
> >
>
>
> On 18/03/2020, 10:33, "Air-L on behalf of Radhika G" <
> air-l-bounces at listserv.aoir.org on behalf of gradhika2012 at gmail.com>
> wrote:
>
> I've hesitated to chime in here - because - well where do I start?:)
>
> Been teaching online for a while now and have used several kinds of
> assignments to get students (undergrad and grad) to think through
> digital
> living and digital immersion.
>
> Others here (Annette, Jill - the usual "suspects" doing this work
> really
> well already:)) have already given great suggestions.
>
> If you need to brainstorm I can email off list too.
>
> r
>
>
>
> " The current lecture design is: Intro -> My research background
> (digital
> ethnography of WeChat/Weibo activism) -> Understanding the digital
> field ->
> Ethics -> Q&A -> Doing ethnography in... (FB, WhatsApp, Weibo, Twitter,
> WeChat, Douyin/TikTok, Reddit, Insta, hashtags) -> being playful in the
> field -> exercise -> feedback -> final Q&A.
>
> I'm putting together a 30 minute exercise, but i was wondering if
> anyone had examples of successful digital, ethno/qualitative research
> methods exercises they've done. Particularly those that reflect on
> ethics,
> research design and methods.
> "___
> Radhika Gajjala
> Managing Editor: Fembot Collective
> Co-editor of Ada: Journal of Gender and New Media (adanewmedia.org)
>
> Professor,
> School of Media and Communication
> and
> American Culture Studies Program
>
> Bowling Green State University,
> Bowling Green Ohio
> http://www.radhikagajjala.org
>
>
> On Tue, Mar 17, 2020 at 6:42 PM brook bolander <
> brookbolander at gmail.com>
> wrote:
>
> > Thanks for sharing these ideas!
> > Annette- i‘d love to hear more. I’m just moving my whole digital
> discourse
> > class online and am rethinking assessments, structures and ideas.
> > All best,
> > Brook
> >
> >
> > On Tuesday, March 17, 2020, Andrew Herman <aherman at wlu.ca> wrote:
> >
> > > This is fantastic! Thanks so much.
> > > ________________________________
> > > From: Air-L <air-l-bounces at listserv.aoir.org> on behalf of
> Morris,CJ
> > > (pgr) <C.J.Morris at lse.ac.uk>
> > > Sent: Tuesday, March 17, 2020 8:37 AM
> > > To: Annette Markham <amarkham at gmail.com>; Jill Walker Rettberg <
> > > Jill.Walker.Rettberg at uib.no>; air-l at aoir.org <air-l at aoir.org>
> > > Subject: Re: [Air-L] Exercises for teaching digital ethnographic
> methods
> > > (remotely)
> > >
> > > Dear all,
> > >
> > > First the ideas shared so far, and then a reply to Annette 😊
> > >
> > > Recommendations have included:
> > >
> > > 1. Jodi: trace ethnography https://linkprotect.cudasvc.
> > > com/url?a=http%3a%2f%2fstuartgeiger.com%2fpapers%
> > > 2ftrace-ethnography-hicss-geiger-ribes.pdf&c=E,1,Skn-lOq-_
> > > 49tNQUAdQKxL6LRsUkv9y1mnyhTc8LNlXWipfgiYsjtlAPpJc0l8U-0Eiq_
> > > 6rUOzhoe75c3HynBug1YLvHNC9FKg_r8lC1VN6LA8UW3dNuNuryslw,,&typo=1
> > > 2. From Crystal:
> > > * The exercises invite students to draw on their
> choice/knowledge
> > > of internet pop culture, which can be lighthearted and meta during
> this
> > > time.
> > > * On paralanguage short films: https://linkprotect.cudasvc.
> > > com/url?a=https%3a%2f%2fwishcrys.com
> %2fparalanguage-short-film%2f&c=E,1,
> > >
> >
> sfxg2KTsIaAYo_mMHH7OqjYTzznJsUA3UkN0ABqZVExwgZkFTrX0pVSXdOS5FV6VaIxww4C4sz
> > > -TiyWfYAFhZUF4Acuztnxx65MmuchAQ14ieXuHo39v&typo=1
> > > * On internet paralanguages: https://linkprotect.cudasvc.
> > > com/url?a=https%3a%2f%2fwishcrys.com
> %2finternet-paralanguages%2f&c=E,1,
> > >
> 9HkXSvHIz7fLcJ7sGMouknwxATgr-UwxgiIVoWKk-OxyvJjnYiybdy6P0NbKVYNVk6NWbow
> > > ZcNQPXnwzWCMRdSwZhPhzjc2Cn9ZfMQ0g2eiffDitO_5CY9ga&typo=1
> > > * On internet celebrity: https://linkprotect.cudasvc.
> > > com/url?a=https%3a%2f%2fwishcrys.com
> %2finternet-celebrity%2f&c=E,1,-
> > > K1LwMxQlnwNHY74Y-FVNIux2TMq6R0s_xrex053zcuGqzy1NSxzPF74aHWHg_
> > > rMtvWzguW5T_282grdYtczw493K1C_GFhkc8Uh5TW_rFC49l_-hQ,,&typo=1
> > > * This old but gold selfie syllabus put together by several
> AoIR
> > > members in The Selfies Research Network is a great resource:
> > > https://linkprotect.cudasvc.com/url?a=http%3a%2f%2fwww.
> > > selfieresearchers.com
> %2fthe-selfie-course%2fselfie-syllabus%2f&c=E,1,
> > > P1mDMxiOIZSo_iN4fUcFmjw-Sp8JiriD0N0BUZUBl46_3sletPzTEjBPfxb8a1_
> > > mvaPWJioaf4lLEWi04uiF0G5hNOEoR4ZPirOau0tbEA,,&typo=1
> > > 3. Evelina: presented fictive research cases for the students to
> > > discuss if the students taught the cases where ethical and how the
> > students
> > > would go about to gather material in the most ethical way.
> Following the
> > > aoir research ethics guidelines. For reflection and not
> examination.
> > > 4. Jill: design an ethical research methodology for researching
> how
> > > people are using technology during the pandemic. Also, the Selfie
> > > Researchers and Deborah Lupton started a crowdsourced collection of
> > > resources for Doing Fieldwork in a Pandemic:
> https://docs.google.com/
> > >
> document/d/1clGjGABB2h2qbduTgfqribHmog9B6P0NvMgVuiHZCl8/edit?fbclid=
> > > IwAR3mwwrXMlKTMkJxjPtQaDaHJcTtLGSC49oupIChpSWI2_bnwOtCLolZ04w
> > > 5. Kristian: building on Jill's comment, online communities
> popping up
> > > everywhere focusing on corona and life in quarantine, everything
> from how
> > > to help each other to sharing memes. So your students could design
> a
> > > project for researching one of these ad hoc communities.
> > > 6. Annette:
> > > * Two key questions I would be asking if I were doing this:
> What
> > is
> > > the desired learning outcome for this 30-minute exercise? And will
> it fit
> > > into their current skillset?
> > > * Consider, what do you really want them to *feel or
> experience*
> > > during these sessions? What can you do in a short session? Could
> have
> > them
> > > do something that makes them think about research design in a more
> > creative
> > > and ethical way. The outcome might be 'to raise questions,' rather
> than
> > to
> > > 'build skill' or 'apply'. Suggested exercises:
> > > * To get people to consider how much their own
> perspective
> > > matters in what they will see as 'the field,' or what they will
> notice in
> > > whatever they see as the field, I use an exercise called "write the
> > room."
> > > The goal is to do three timed writing exercises with the verbal
> prompt,
> > > "write the room" and no further instruction. I disrupt their
> viewpoint in
> > > the second and third iteration in different ways so that they might
> > > understand the challenges of trying to understand culture in the
> first
> > > place. Hopefully, the exercise helps them appreciate the
> sensibilities
> > > underpinning a qualitative perspective. And helps them consider
> the power
> > > of observing, and the ethical responsibilities that could go along
> with
> > > this power. [I've written this up and am happy to share if it's
> > interesting
> > > to you]
> > > * To get people to think about ethics, I show or discuss
> a
> > > specific case and have them write a reflection essay in response
> to it,
> > > choosing one of the ethical guidelines from a reading like the AoIR
> > ethics
> > > guidelines or an ethics article by one of our many AoIR members
> who write
> > > about ethics
> > > * To get people to think about emic versus etic
> perspectives, I
> > > show a clip from Nightmare Before Christmas, when Jack the Pumpkin
> King
> > is
> > > trying to describe the concept and feeling of Christmas to
> Halloween
> > Town.
> > > And then, when he fails, he goes to his lab to dissect stuffed
> bears,
> > > analyze the chemical makeup of a Christmas ornament, and reads a
> book
> > > called "scientific method" to try to understand what makes
> Christmas so
> > > special (this only works with certain audiences, and in regions
> where
> > > Christmas is the big celebration)
> > > * To get people to translate traditional ethnographic
> > techniques
> > > to digital environments, I have them choose a typical technique X
> > > (interview, observe, participate, examine artifacts) and list what
> is
> > > desired from each of these activities, asking the question "why do
> we X
> > in
> > > the first place?" What does X yield?". Then, taking the case of a
> > specific
> > > app/platform, reverse engineer the "what is desired" into a set of
> > research
> > > actions/activities that would have a similar yield and would fit
> the
> > actual
> > > context of study. E.g., we do interviews to elicit. One thing we
> desire
> > > from interviews to hear information from people directly.
> Interviews give
> > > us an individual's perceptions, more than information of their
> actual
> > > behaviors. So interviews are good for learning how people feel or
> what
> > they
> > > perceive. How would we achieve these goals in wechat? Twitter? ....
> > >
> > >
> > >
> > > I can add other things to this last as they come.
> > >
> > > Thanks for your points, Annette. For context, this is an
> additional class
> > > in their methods course, and they have already done 18 lectures and
> > > seminars on methods. So I believe that they should already have a
> decent
> > > background in qualitative research methods. I know that ideally
> this
> > topic
> > > would be an entire semester, this should not be a cut and paste
> job, but
> > > this is the only time the department can give me it seems (and I
> have to
> > > submit my thesis in 3 weeks time). As far as I can tell, if I
> don't do
> > this
> > > session the students won't have a session, and time is short.
> > >
> > > During the session i aim to familiarise them with debates on
> digital
> > > ethics (your writing included), the importance of understanding
> the field
> > > (how censorship, mobility, surveillance, privacy and visibility
> work,
> > > boundedness and the territoriality of certain sites -> i'm a
> geographer),
> > > several principles to consider (based partly on Pink et al.), how
> the
> > > techniques they already have can be used in digitally centred
> research,
> > > introducing ideas of playfulness in the field (to understand the
> field)
> > and
> > > then exploring several potential field sites (Facebook, WhatsApp,
> > Twitter,
> > > Instagram, Weibo, WeChat, Skype). I hope that this session can be
> more
> > of a
> > > provocation, they should not be using it to create a research plan
> for
> > > their dissertations, that would not be possible in such a short
> time. It
> > > should provoke the students to consider what they will need to pay
> > > attention to and consider in any digitally centred or digitally
> active
> > > research project, and that 'going digital' is not simple, that one
> is not
> > > prepared for it just because one uses Facebook, and that digitally
> > centred
> > > or active research needs to take into account many additional
> points.
> > >
> > > After what you said, I'm extending the exercise to 45-60 minutes.
> It is
> > > part of a 2 hour session with time for feedback and Q&A in the
> last part
> > of
> > > the session. I also have office hours, if necessary there may be
> follow
> > up
> > > sessions with the students, but that is out of my hands. I'm
> going to
> > use
> > > some of these suggestions as suggested assignments and additional
> tasks,
> > > particularly ethical reflection, writing and analysis. I will
> share this
> > to
> > > their programme convener, and hopefully we can do more to prepare
> the
> > > students.
> > >
> > > Carwyn
> > >
> > > ________________________________
> > > From: Annette Markham <amarkham at gmail.com>
> > > Sent: 17 March 2020 08:39
> > > To: Jill Walker Rettberg <Jill.Walker.Rettberg at uib.no>; Morris,CJ
> (pgr)
> > <
> > > C.J.Morris at lse.ac.uk>; air-l at aoir.org <air-l at aoir.org>
> > > Subject: Re: [Air-L] Exercises for teaching digital ethnographic
> methods
> > > (remotely)
> > >
> > > I like the idea of focusing on current issues as Jill mentions,
> but in
> > > general, I think this would be difficult in a 30 minute exercise.
> Maybe
> > > that could be built into the main lecture more than the
> exercise.... In
> > any
> > > case, I think 30 minutes is too short for designing a study. And
> if I
> > > understand correctly, Carwyn, you're giving a single lecture on the
> > topic,
> > > right? So how would they get feedback on their research design?
> > >
> > > Two key questions I would be asking if I were doing this: What is
> the
> > > desired learning outcome for this 30-minute exercise? And will it
> fit
> > into
> > > their current skillset?
> > >
> > > Do you want them to understand the steps in designing a research
> project?
> > > (are they skilled at creating research design generally, so that
> they can
> > > translate this into whatever you're framing as 'digital?) Or do
> you want
> > > them to feel how tough it is to design a study in a short period
> of time?
> > > (cuz 30 minutes is super short). Or to review basic ethical
> principles?
> > Do
> > > you want them to practice some techniques? Or consider the size
> and scope
> > > of a possible study? These different goals require different setup.
> > >
> > > In this situation, you might ask yourself a different question:
> What do
> > > you really want them to *feel or experience* during this 30
> minutes? If
> > you
> > > don't know your audience, maybe you could have them do something
> that
> > makes
> > > them think about research design in a more creative and ethical
> way. The
> > > outcome might be 'to raise questions,' rather than to 'build
> skill' or
> > > 'apply'. This is what I would do, but then again, I like exercises
> that
> > are
> > > more provocative than anything else.
> > >
> > > Anyway here are some exercises that take around 30 minutes that I
> do:
> > >
> > > To get people to consider how much their own perspective matters
> in what
> > > they will see as 'the field,' or what they will notice in whatever
> they
> > see
> > > as the field, I use an exercise called "write the room." The goal
> is to
> > do
> > > three timed writing exercises with the verbal prompt, "write the
> room"
> > and
> > > no further instruction. I disrupt their viewpoint in the second
> and third
> > > iteration in different ways so that they might understand the
> challenges
> > of
> > > trying to understand culture in the first place. Hopefully, the
> exercise
> > > helps them appreciate the sensibilities underpinning a qualitative
> > > perspective. And helps them consider the power of observing, and
> the
> > > ethical responsibilities that could go along with this power. [I've
> > written
> > > this up and am happy to share if it's interesting to you]
> > >
> > > To get people to think about ethics, I show or discuss a specific
> case
> > and
> > > have them write a reflection essay in response to it, choosing one
> of the
> > > ethical guidelines from a reading like the AoIR ethics guidelines
> or an
> > > ethics article by one of our many AoIR members who write about
> ethics
> > >
> > > To get people to think about emic versus etic perspectives, I show
> a clip
> > > from Nightmare Before Christmas, when Jack the Pumpkin King is
> trying to
> > > describe the concept and feeling of Christmas to Halloween Town.
> And
> > then,
> > > when he fails, he goes to his lab to dissect stuffed bears,
> analyze the
> > > chemical makeup of a Christmas ornament, and reads a book called
> > > "scientific method" to try to understand what makes Christmas so
> special
> > > (this only works with certain audiences, and in regions where
> Christmas
> > is
> > > the big celebration)
> > >
> > > To get people to translate traditional ethnographic techniques to
> digital
> > > environments, I have them choose a typical technique X (interview,
> > observe,
> > > participate, examine artifacts) and list what is desired from each
> of
> > these
> > > activities, asking the question "why do we X in the first place?"
> What
> > does
> > > X yield?". Then, taking the case of a specific app/platform,
> reverse
> > > engineer the "what is desired" into a set of research
> actions/activities
> > > that would have a similar yield and would fit the actual context of
> > study.
> > > E.g., we do interviews to elicit. One thing we desire from
> interviews to
> > > hear information from people directly. Interviews give us an
> individual's
> > > perceptions, more than information of their actual behaviors. So
> > interviews
> > > are good for learning how people feel or what they perceive. How
> would we
> > > achieve these goals in wechat? Twitter? ....
> > >
> > > I'm happy to talk more about these,
> > >
> > > Annette
> > >
> > >
> > >
> > >
> > > On 3/17/20, 08:22, "Air-L on behalf of Jill Walker Rettberg" <
> > > air-l-bounces at listserv.aoir.org on behalf of
> Jill.Walker.Rettberg at uib.no
> > >
> > > wrote:
> > >
> > > What about asking them to design an ethical research
> methodology for
> > > researching how people are using technology during the pandemic, or
> > > something like that? I think they're more likely to be able to
> focus on
> > > coursework if it's directly relevant to the worries and anxieties
> of
> > their
> > > current digital life, and this might even help them feel slightly
> more in
> > > control of their situation. And maybe some of them will keep going
> and do
> > > really interesting research?
> > >
> > > Other resources:
> > >
> > > Deborah Lupton started a crowdsourced collection of resources
> for
> > > Doing Fieldwork in a Pandemic: https://docs.google.com/document/d/
> > > 1clGjGABB2h2qbduTgfqribHmog9B6P0NvMgVuiHZCl8/edit?fbclid=
> > > IwAR3mwwrXMlKTMkJxjPtQaDaHJcTtLGSC49oupIChpSWI2_bnwOtCLolZ04w
> > >
> > > The Selfie Research Network set up an online syllabus with
> lesson
> > > plans that would mostly work online from home. It was developed in
> 2014
> > but
> > > I think you could still use some of this.
> > > https://linkprotect.cudasvc.com/url?a=http%3a%2f%2fwww.
> > > selfieresearchers.com%2fthe-selfie-course%2f&c=E,1,
> > >
> MxEpCjuuwvGdNXubv7TD58Szc3yN_hAt9i7dORTM-g6n46i7ooxIG71mSWBHzN029qcFGFr
> > > MQnxcpaqvTYbzWMdlNCAfmWCmxhB_6NrDuOm6rYE,&typo=1
> > >
> > > Jill
> > >
> > > On 17/03/2020, 00:16, "Air-L on behalf of Morris,CJ (pgr)" <
> > > air-l-bounces at listserv.aoir.org on behalf of C.J.Morris at lse.ac.uk>
> > wrote:
> > >
> > > Hi all,
> > >
> > > I'm now putting together lectures on digital
> > > qualitative/ethnographic/field methods for my departments
> undergraduate
> > and
> > > postgraduate students. This seems like one of the few ways they
> will be
> > > able to safely do some of their assignments. I'll be giving this
> lecture
> > > via Zoom, a digital classroom.
> > >
> > > The current lecture design is: Intro -> My research
> background
> > > (digital ethnography of WeChat/Weibo activism) -> Understanding the
> > digital
> > > field -> Ethics -> Q&A -> Doing ethnography in... (FB, WhatsApp,
> Weibo,
> > > Twitter, WeChat, Douyin/TikTok, Reddit, Insta, hashtags) -> being
> playful
> > > in the field -> exercise -> feedback -> final Q&A.
> > >
> > > I'm putting together a 30 minute exercise, but i was
> wondering if
> > > anyone had examples of successful digital, ethno/qualitative
> research
> > > methods exercises they've done. Particularly those that reflect on
> > ethics,
> > > research design and methods.
> > >
> > > I'm currently planning on going basic, asking them putting
> > > together the research plan of a digitally centred study. This is
> open to
> > > change, but if I continue with this, does anyone have any
> recommendations
> > > for topics that they could do the plan for? I'd rather assign
> topics to
> > the
> > > groups to help focus them in the short time period we have.
> > >
> > > Carwyn Morris
> > > PhD Candidate in Human Geography and Urban Studies
> > > Department of Geography and Environment
> > > London School of Economics
> > > Co-organiser LSE China Reading Group
> > > Tweeting @carwyn<https://twitter.com/carwyn>
> > > _______________________________________________
> > > The Air-L at listserv.aoir.org mailing list
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