Coding the Twilight Saga: Using Pop Culture to Teach Qualitative Data Analysis

Location

1052

Format Type

Event

Format Type

Workshop

Start Date

January 2019

End Date

January 2019

Abstract

Teaching qualitative research methods in introductory research methods courses is often challenging to instructors. Qualitative methods are often omitted or presented in brief, leaving students without an accurate understanding of qualitative research.

Workshop participants will be presented with this instructional method and will be engaged in in-session practice of the in-class instructional method for qualitative analysis as presented below:

The instructional method incorporates use of Twilight, a popular young adult fiction novel, to facilitate in-class qualitative analysis. Students are provided with a 2-page adaptation of Twilight dialogue into interview transcript format along with a preliminary codebook. Students are guided to code the Twilight transcript individually and subsequently in pairs using a simple phenomenological approach – coding for ‘units of meaning.’ Working in pairs, students revise the codebook, calculate consensus coding coefficient, and reach agreement and consensus for final coding of the Twilight transcript. Activity concludes with classroom discussion reviewing students’ experiences and feedback.

This professor has used this exercise multiple times with success in engaging students. The familiarity and popularity of source material facilitates student interest and engagement. Students report gaining understanding of basic qualitative data analysis.

Keywords

in-class activity, qualitative data analysis, instructional methods, use of popular culture

Comments

Breakout Session B

This document is currently not available here.

Share

COinS
 
Jan 16th, 1:15 PM Jan 16th, 2:05 PM

Coding the Twilight Saga: Using Pop Culture to Teach Qualitative Data Analysis

1052

Teaching qualitative research methods in introductory research methods courses is often challenging to instructors. Qualitative methods are often omitted or presented in brief, leaving students without an accurate understanding of qualitative research.

Workshop participants will be presented with this instructional method and will be engaged in in-session practice of the in-class instructional method for qualitative analysis as presented below:

The instructional method incorporates use of Twilight, a popular young adult fiction novel, to facilitate in-class qualitative analysis. Students are provided with a 2-page adaptation of Twilight dialogue into interview transcript format along with a preliminary codebook. Students are guided to code the Twilight transcript individually and subsequently in pairs using a simple phenomenological approach – coding for ‘units of meaning.’ Working in pairs, students revise the codebook, calculate consensus coding coefficient, and reach agreement and consensus for final coding of the Twilight transcript. Activity concludes with classroom discussion reviewing students’ experiences and feedback.

This professor has used this exercise multiple times with success in engaging students. The familiarity and popularity of source material facilitates student interest and engagement. Students report gaining understanding of basic qualitative data analysis.