Showing posts sorted by relevance for query ICT access and use. Sort by date Show all posts
Showing posts sorted by relevance for query ICT access and use. Sort by date Show all posts
Friday, 5 October 2012
Improving the Student ICT Access and Use Project’s Coding Indices with Second Generation, Activity theory activity system components
Written for ICT researchers developing titles for coding indices.
Introduction
Using the components of an ‘activity system’ from the second-generation of Activity theory (Engeström, 2005) proved useful for creating more descriptive category titles in four coding indices that were developed during Laura Czerniewicz and Cheryl Brown’s research project Student ICT Access and Use (2004 -2012) project’s fourth phase (2011). This phase explored the first year university students’ formal and informal uses of Information Communication Technology (ICT). As the project gathered data from the ‘digital habitus’ of 26 students, it uncovered how they participated in many different activity systems. This long blog post explains how components of these activity systems were used to make more accurate and descriptive coding titles for each index.
Background
Phase four of the research project aimed to better understand how first year students from diverse social backgrounds were using ICT technologies, both formally and informally, at four South African universities in 2011. It sought to explore the ‘habitus’ (Bourdieau, 1986) of twenty six student subjects by analysing interviews, questionnaire feedback and day experience media (DEM) collected by a different researcher at each university for up to seven subjects.
To support efficient analysis across different media file types (video, audio and documents), these files were imported into qualitative research software. To code these media, four coding indices were developed after viewing students’ first and second interviews. The four indices could be used to code each subject’s: ‘past-’ (1), ‘present-’ (2) and ‘intended- ICT use’ (3), as well as common aspects of their feedback concerning ‘recent social media use’ (4). After publishing these indexes as Google documents, with supplementary posts on their development, I was asked to see whether Activity theory could serve a lens to improve the indexes’ category titles.
The Components of a Second Generation, Activity Theory ‘Activity System’
Activity theory (Engeström, 1987, 2001, 2005) has been used in many countries, including South Africa (Hardman, 2005, 2007), in order to understand the use of ICT in education (Kaptelinin and Nardi, 2006). Activity theory is a conceptual framework that is well suited to explain students’ use of online software in the complex social environment of university.
In Activity theory, the basic unit of analysis is an activity system, which in the first generation comprises a ‘subject’ who works with a ‘tool’ on a problem space, or ‘object’, to achieve an outcome that supports ‘objectives’ (Leontiev, 1974, 1981; Vygotsky, 1978, 1987; Wertsch, 1985). Second-generation Activity theory expands the activity system’s framework’s components to include ‘community’, ‘rules’ and ‘division of labour’ (Engeström, 1987).
An example of an activity system components in use is a student subject using a learning management system software tool as part of a common assignment (or problem space) to download an exercise. She does this with the the conscious objective of starting her assignment timeously. As a student, she is expected to observe rules; principles of control affording or constraining behaviour. If she does not submit her work on time, she will be penalised by losing marks. A division of labour that comprises a horizontal division amongst community members and a vertical division between the power- and status-holders also shapes the community’s actions. For example, the lecturer assigns an exercise to the class, which they must do individually. If he assigned a group project that would mark a change in the division of labour typically expected in class.
As this project’s indices reveal, its researchers explored many student activity systems; whether in the formal university environment or outside. The explanatory power of their components was then applied to all four indices, to see if they could better define category titles.
Updating coding index one, ‘Students' Past ICT Access and Use’.
The first index defined students’ exposure to ICT prior to university. This aligns with the Activity theory principle of development, which emphasises the importance understanding the origin and history of tool-appropriation by subjects. In this instance the index’s original titles did not reflect the learners’ secondary school context versus university: The index was divided into five categories, originally titled: ‘Demographics 0’, ‘Education 1.1’, ‘First ICT use 1.2’, ‘ Family history 1.3’ and ‘Access 1.4’. To clearly distinguish between these two contexts, the title ‘Education 1.1’ became ‘ICT education at secondary school 1.1’. By contrast, ‘Demographics 0’ became ‘Student's demographic details 0’ to highlight that the demographic details captured were for the students in 2011, not learners. It was also important to distinguish between the learners’ initial uses of ICT before university, so ‘First ICT uses 1.2’ became ‘Pre-varsity use of ICT tools 1.2’.
The tiles ‘Family 1.3’ and ‘Access 1.4’ were changed to be more descriptive, the former became ‘Use of tools in the family 1.3’, the latter ‘Site of access to ICT tools 1.4’.
For each index, the activity system components that each category featured were also highlighted under category headings. As an example, ‘Subject - Community - Rules - Division of Labour’ were added under the category ‘ICT education at secondary school 1.1’. This reflected the category’s focus on the learner subject whose formal exposure to ICT at school largely depended on the schooling community that they were part of, and its rules (or policies) influencing its learners’ access. By contrast, ‘Pre-varsity use of ICT tools 1.2’ focussed on each learner subject’s use of ICT tools, so only ‘Subject’ and ‘Tool’ were listed.
Changing coding index two, ‘Students’ Current ICT Use 2’
The second index was developed to code the students ownership of, as well as formal and informal access to, ICT tools and their academic or informal uses. Most students had access to a diverse range of tools which were provided through a community including their; University, parents or sponsors, peers or acquired through their own work. Although this was reflected through the sub-categories under the original ‘ICT ownership 2.1’ category title, this was not highlighted in the title itself, which was changed to ‘Student’s personal ICT ownership and/or access 2.1’ to better reflect different avenues of tool access. The other two category titles were changed to be more descriptive; from ‘ICT use 2.2’ and ‘Academic use 2.3’ to ‘Student’s personal ICT use 2.2’ and ‘Student's academic ICT access and use 2.3’, respectively.
A sub-category title was also changed to be more descriptive of community; ‘ICT help 2.34’ changed to ‘University, family and peer assistance with ICT 2.34’ thereby emphasising the varied members who provided assistance.
Revising coding index three, ‘Students’ Intended ICT Use 3’
The third index was used in coding transcriptions of students describing; the types of ICT tools and resources they desired, their future aims with ICT, how they plan to use social networks in the future and their current and future social work contributions. The original category titles were ‘ICT tools and resources wanted 3.1’, ‘Future ICT aims 3.2’, ‘Future social network use 3.3’ and ‘Subject's social work 3.4’. These were revised to highlight the role of the learner subject, becoming; ‘ICT tools and resources wanted by the student 3.1’, ‘The student's future ICT aims 3.2’, ‘The student's future social network desired use 3.3’ and ‘Student's social work 3.4’, respectively.
Modifying coding index four, ‘Students' Social Media Use 4’
The fourth index focussed on coding student feedback regarding their social media use for self-representation, friendship and achieving specific tasks (through its affordances), as well as rules they employed in using social media and their feelings about it. The original titles were; ‘Representations of self 4.1’, ‘Friendships and social media 4.2’, ‘Social media affordances 4.3’, ‘Personal social media rules 4.4’ and ‘Student feelings in relation to social media 4.5’. These were also modified to reflect the subject’s importance; ‘Student's representations of self 4.1’, ‘Student's friendships and social media 4.2’, ‘Student's perceptions of social media affordances 4.3’, ‘Student's personal social media rules 4.4’ and ‘Student's feelings in relation to social media 4.5’
In conclusion
Using the components of a second-generation Activity theory activity system proved useful as a lens to create more accurate and descriptive titles for the Student ICT Access and Use project’s coding indexes. Following a similar process may prove useful for ICT researchers creating or reviewing index titles.
References
Introduction
Using the components of an ‘activity system’ from the second-generation of Activity theory (Engeström, 2005) proved useful for creating more descriptive category titles in four coding indices that were developed during Laura Czerniewicz and Cheryl Brown’s research project Student ICT Access and Use (2004 -2012) project’s fourth phase (2011). This phase explored the first year university students’ formal and informal uses of Information Communication Technology (ICT). As the project gathered data from the ‘digital habitus’ of 26 students, it uncovered how they participated in many different activity systems. This long blog post explains how components of these activity systems were used to make more accurate and descriptive coding titles for each index.
Background
Phase four of the research project aimed to better understand how first year students from diverse social backgrounds were using ICT technologies, both formally and informally, at four South African universities in 2011. It sought to explore the ‘habitus’ (Bourdieau, 1986) of twenty six student subjects by analysing interviews, questionnaire feedback and day experience media (DEM) collected by a different researcher at each university for up to seven subjects.
To support efficient analysis across different media file types (video, audio and documents), these files were imported into qualitative research software. To code these media, four coding indices were developed after viewing students’ first and second interviews. The four indices could be used to code each subject’s: ‘past-’ (1), ‘present-’ (2) and ‘intended- ICT use’ (3), as well as common aspects of their feedback concerning ‘recent social media use’ (4). After publishing these indexes as Google documents, with supplementary posts on their development, I was asked to see whether Activity theory could serve a lens to improve the indexes’ category titles.
The Components of a Second Generation, Activity Theory ‘Activity System’
Activity theory (Engeström, 1987, 2001, 2005) has been used in many countries, including South Africa (Hardman, 2005, 2007), in order to understand the use of ICT in education (Kaptelinin and Nardi, 2006). Activity theory is a conceptual framework that is well suited to explain students’ use of online software in the complex social environment of university.
In Activity theory, the basic unit of analysis is an activity system, which in the first generation comprises a ‘subject’ who works with a ‘tool’ on a problem space, or ‘object’, to achieve an outcome that supports ‘objectives’ (Leontiev, 1974, 1981; Vygotsky, 1978, 1987; Wertsch, 1985). Second-generation Activity theory expands the activity system’s framework’s components to include ‘community’, ‘rules’ and ‘division of labour’ (Engeström, 1987).
An example of an activity system components in use is a student subject using a learning management system software tool as part of a common assignment (or problem space) to download an exercise. She does this with the the conscious objective of starting her assignment timeously. As a student, she is expected to observe rules; principles of control affording or constraining behaviour. If she does not submit her work on time, she will be penalised by losing marks. A division of labour that comprises a horizontal division amongst community members and a vertical division between the power- and status-holders also shapes the community’s actions. For example, the lecturer assigns an exercise to the class, which they must do individually. If he assigned a group project that would mark a change in the division of labour typically expected in class.
As this project’s indices reveal, its researchers explored many student activity systems; whether in the formal university environment or outside. The explanatory power of their components was then applied to all four indices, to see if they could better define category titles.
Updating coding index one, ‘Students' Past ICT Access and Use’.
The first index defined students’ exposure to ICT prior to university. This aligns with the Activity theory principle of development, which emphasises the importance understanding the origin and history of tool-appropriation by subjects. In this instance the index’s original titles did not reflect the learners’ secondary school context versus university: The index was divided into five categories, originally titled: ‘Demographics 0’, ‘Education 1.1’, ‘First ICT use 1.2’, ‘ Family history 1.3’ and ‘Access 1.4’. To clearly distinguish between these two contexts, the title ‘Education 1.1’ became ‘ICT education at secondary school 1.1’. By contrast, ‘Demographics 0’ became ‘Student's demographic details 0’ to highlight that the demographic details captured were for the students in 2011, not learners. It was also important to distinguish between the learners’ initial uses of ICT before university, so ‘First ICT uses 1.2’ became ‘Pre-varsity use of ICT tools 1.2’.
The tiles ‘Family 1.3’ and ‘Access 1.4’ were changed to be more descriptive, the former became ‘Use of tools in the family 1.3’, the latter ‘Site of access to ICT tools 1.4’.
For each index, the activity system components that each category featured were also highlighted under category headings. As an example, ‘Subject - Community - Rules - Division of Labour’ were added under the category ‘ICT education at secondary school 1.1’. This reflected the category’s focus on the learner subject whose formal exposure to ICT at school largely depended on the schooling community that they were part of, and its rules (or policies) influencing its learners’ access. By contrast, ‘Pre-varsity use of ICT tools 1.2’ focussed on each learner subject’s use of ICT tools, so only ‘Subject’ and ‘Tool’ were listed.
Changing coding index two, ‘Students’ Current ICT Use 2’
The second index was developed to code the students ownership of, as well as formal and informal access to, ICT tools and their academic or informal uses. Most students had access to a diverse range of tools which were provided through a community including their; University, parents or sponsors, peers or acquired through their own work. Although this was reflected through the sub-categories under the original ‘ICT ownership 2.1’ category title, this was not highlighted in the title itself, which was changed to ‘Student’s personal ICT ownership and/or access 2.1’ to better reflect different avenues of tool access. The other two category titles were changed to be more descriptive; from ‘ICT use 2.2’ and ‘Academic use 2.3’ to ‘Student’s personal ICT use 2.2’ and ‘Student's academic ICT access and use 2.3’, respectively.
A sub-category title was also changed to be more descriptive of community; ‘ICT help 2.34’ changed to ‘University, family and peer assistance with ICT 2.34’ thereby emphasising the varied members who provided assistance.
Revising coding index three, ‘Students’ Intended ICT Use 3’
The third index was used in coding transcriptions of students describing; the types of ICT tools and resources they desired, their future aims with ICT, how they plan to use social networks in the future and their current and future social work contributions. The original category titles were ‘ICT tools and resources wanted 3.1’, ‘Future ICT aims 3.2’, ‘Future social network use 3.3’ and ‘Subject's social work 3.4’. These were revised to highlight the role of the learner subject, becoming; ‘ICT tools and resources wanted by the student 3.1’, ‘The student's future ICT aims 3.2’, ‘The student's future social network desired use 3.3’ and ‘Student's social work 3.4’, respectively.
Modifying coding index four, ‘Students' Social Media Use 4’
The fourth index focussed on coding student feedback regarding their social media use for self-representation, friendship and achieving specific tasks (through its affordances), as well as rules they employed in using social media and their feelings about it. The original titles were; ‘Representations of self 4.1’, ‘Friendships and social media 4.2’, ‘Social media affordances 4.3’, ‘Personal social media rules 4.4’ and ‘Student feelings in relation to social media 4.5’. These were also modified to reflect the subject’s importance; ‘Student's representations of self 4.1’, ‘Student's friendships and social media 4.2’, ‘Student's perceptions of social media affordances 4.3’, ‘Student's personal social media rules 4.4’ and ‘Student's feelings in relation to social media 4.5’
In conclusion
Using the components of a second-generation Activity theory activity system proved useful as a lens to create more accurate and descriptive titles for the Student ICT Access and Use project’s coding indexes. Following a similar process may prove useful for ICT researchers creating or reviewing index titles.
References
Bourdieu, P. (1986). The forms of capital. In J. Richardson, Handbook of Theory and Research for the Sociology of Education (pp. 241-258). New York: Greenwood.
Engeström, Y. 1987, Learning by Expanding: An activity-theoretical approach to developmental research, Orienta-Konsultit Oy, Helsinki, Finland.
Engeström, Y. 2001, Expansive Learning at Work. Towards an Activity-Theoretical Reconceptualisation. University of London, London, England, UK.
Engeström, Y. 2005, Developmental work research: expanding activity theory in practice, Lehmanns Media, Berlin, Germany.
Hardman, J. 2007, "Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory", International Journal of Education and Development using ICT, vol. 3, no. 4.
Hardman, J. 2005, "Activity Theory as a framework for understanding teachers' perceptions of computer usage at a primary school level in South Africa", South African Journal of Higher Education, vol. 25, no. 4, pp. 258-265.
Leontiev, A. 1981, Problems of the Development of Mind, Progress Publishers, Moscow.
Leontiev, A. 1974, "The Problem of Activity in Psychology", Soviet Psychology, vol. 13, pp. 4-33.
Kaptelinin, V. & Nardi, B. 2006, Acting with Technology: Activity Theory and Interaction Design, MIT Press, Cambridge, MA, USA.
Vygotsky, L. 1978, Mind in Society; The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA, USA.
Vygotsky, L. 1987, The collected works of L.S. Vygotsky. Plenum Press, New York, USA.
Wertsch, J. 1985, Culture, Communication and Cognition: Vygotskian Perspectives. Cambridge University Press, Cambridge, UK.
Monday, 2 April 2012
New codings for the ICT Access and Use Research Project's fourth phase.
Written for researchers interested in the ICT Access and Use Project's coding indices' development.
Three months after making the initial coding indices for the fourth phase of the ICT Access and Use project publically available, I have just updated indices for "Past -", "Current -" and "Future ICT Use" to reflect the subsequent additions to our NVivo 9 project file's nodes (as illustrated below). These coding additions were necessary to reflect new insights from our research subjects' first and second interviews. They are described below under their relevant index:
Personal ICT Use coding index changes
Nodes were added for "Other ICT exposure 1.15" and "Self-taught 1.16" as not every student received formal schooling in ICT: for an example of 1.15; A Fort Hare university student had never had professional or formal classes in computing. For 1.16, the only training a Rhodes University student had was teaching himself; he fixed his family's computers himself. And a University of the Free State student "used to touch the home computer" to teach herself.
I thought it was a bit old school for freshers in 2011, but was suprised when MS Dos was mentioned as a first operating system! So, the node "MS Dos 1.26.4" was added.
One student accessed computers outside school and home at secondary school (hence "Internet cafe 1.43"), two students volunteered information on why they got mobile phones ("Why get a mobile phone 1.21.3"), another spoke about one's first computer tablet ("First tablet 1.28").
Current ICT Use coding index changes
The largest index saw the most revisions. Given the research project's interest in the use of mobile phones, the most important change was adding nodes that would allow the research team to track the most common platforms used to access online services and apps ("Platforms used in access 2.26" included "Computer 2.26.1", "Laptop 2.26.1.1", "Desktop 2.26.1.2", "Mobile 2.26.2" and "Tablet 2.26.3").
I also added the online services ("Webmail 2.21.13", "Music downloads 2.21.14", "Whatsapp 2.21.15", "Online forums 2.21.16", "YouTube 2.21.17", "Snap2 2.21.18", "Shazaam 2.21.19", "Online radio stream 2.21.20") and mobile phone apps ("Cognician 2.22.10" and "ToGo 2.22.11")recently mentioned by students. I also added the node "Does not use apps on mobile 2.22.9" to cover those students who explicitly stated that they did not download and/or use mobile apps.
Given the prevalence of iPods, I had to add "Music players 2.15.4" under the category "Other ICT owned"! Some students mentioned that they had "Access to ICT at home 2.17", while "Multitasking 2.23.9" was added as a theme that kept cropping up in students' use, for example of social media in the background as they worked on assignments.
The line between the use of social media for social and academic use is becoming blurred, as students report using social networking tools for both formal and informal academic work. This seems largely to be due to social media's affordances for ease of communication, efficient creation of academic groups and even saving money on MXit. This was reflected in student interviews and nodes for "Status update 2.24.10", "Messaging 2.24.11" and "Friending 2.24.12" were added, which could be applied to tracking affordances typical of social media.
Some first-year students also volunteered a fair amount of information on their preferences for response times ("Availability and feedback speed 2.25.11"), what they preferred to access services on ("Service preference 2.25.12"), how they felt about losing network access ("Mobile network access 2.25.13") and whether they experienced any limitations from their cellular provider ("Service limits 2.25.14").
Several students described having problems when using photocopying equipment for the first time ("Photocopies 2.31.7") and the importance of formal provision of either analogue and/or digital course material ("Textbooks and course reader 2.31.6").
Interviews revealed a wider range of actions with university software than initially identified, so the following nodes were added: "Group practicals 2.33.10", "Lecture notes 2.33.11", "Catch up missed classes 2.33.12", "Read announcements 2.33.13" and "Question and answer 2.33.14". And the following nodes were added under phases and types of academic use; "Frequency and duration of use 2.35.7", "Desired use 2.35.8" and "Self taught 2.35.9".
Future ICT Use coding index
Due to having recently upgraded mobile, laptop or other ICT technology and/or experiencing financial constraints, some students indicated that they did not want an upgrade ("No new mobile phone upgrade desired 3.11.2", "No new laptop upgrade desired 3.12.2" and "No other ICT desired 3.13.2").
Some students spoke about their ambitions at university ("University ambitions 3.24"), as well as the services they wanted to be on ("Academic services 3.31.1" and "Personal services 3.31.2"). Another University of Cape Town student mentioned his community involvement and promotion of ICT, so the node "Community involvement 3.4" was added to reflect this.
Lastly, a node "Play at Conferences 4" has been added to track the most interesting segments of student interviews. These are intended to be exported and formatted for playing at conferences by the project's research lead, Laura Czerniewicz, or principal investigator, Cheryl Brown.
Three months after making the initial coding indices for the fourth phase of the ICT Access and Use project publically available, I have just updated indices for "Past -", "Current -" and "Future ICT Use" to reflect the subsequent additions to our NVivo 9 project file's nodes (as illustrated below). These coding additions were necessary to reflect new insights from our research subjects' first and second interviews. They are described below under their relevant index:
Personal ICT Use coding index changes
 |
| Scribbled changes to the previous coding index for Past ICT Use 1 (30 March, 2012) |
Nodes were added for "Other ICT exposure 1.15" and "Self-taught 1.16" as not every student received formal schooling in ICT: for an example of 1.15; A Fort Hare university student had never had professional or formal classes in computing. For 1.16, the only training a Rhodes University student had was teaching himself; he fixed his family's computers himself. And a University of the Free State student "used to touch the home computer" to teach herself.
I thought it was a bit old school for freshers in 2011, but was suprised when MS Dos was mentioned as a first operating system! So, the node "MS Dos 1.26.4" was added.
One student accessed computers outside school and home at secondary school (hence "Internet cafe 1.43"), two students volunteered information on why they got mobile phones ("Why get a mobile phone 1.21.3"), another spoke about one's first computer tablet ("First tablet 1.28").
Current ICT Use coding index changes
 |
| Marked changes to the initial coding index for Current ICT Use 2 (30 March, 2012) |
The largest index saw the most revisions. Given the research project's interest in the use of mobile phones, the most important change was adding nodes that would allow the research team to track the most common platforms used to access online services and apps ("Platforms used in access 2.26" included "Computer 2.26.1", "Laptop 2.26.1.1", "Desktop 2.26.1.2", "Mobile 2.26.2" and "Tablet 2.26.3").
I also added the online services ("Webmail 2.21.13", "Music downloads 2.21.14", "Whatsapp 2.21.15", "Online forums 2.21.16", "YouTube 2.21.17", "Snap2 2.21.18", "Shazaam 2.21.19", "Online radio stream 2.21.20") and mobile phone apps ("Cognician 2.22.10" and "ToGo 2.22.11")recently mentioned by students. I also added the node "Does not use apps on mobile 2.22.9" to cover those students who explicitly stated that they did not download and/or use mobile apps.
Given the prevalence of iPods, I had to add "Music players 2.15.4" under the category "Other ICT owned"! Some students mentioned that they had "Access to ICT at home 2.17", while "Multitasking 2.23.9" was added as a theme that kept cropping up in students' use, for example of social media in the background as they worked on assignments.
The line between the use of social media for social and academic use is becoming blurred, as students report using social networking tools for both formal and informal academic work. This seems largely to be due to social media's affordances for ease of communication, efficient creation of academic groups and even saving money on MXit. This was reflected in student interviews and nodes for "Status update 2.24.10", "Messaging 2.24.11" and "Friending 2.24.12" were added, which could be applied to tracking affordances typical of social media.
Some first-year students also volunteered a fair amount of information on their preferences for response times ("Availability and feedback speed 2.25.11"), what they preferred to access services on ("Service preference 2.25.12"), how they felt about losing network access ("Mobile network access 2.25.13") and whether they experienced any limitations from their cellular provider ("Service limits 2.25.14").
Several students described having problems when using photocopying equipment for the first time ("Photocopies 2.31.7") and the importance of formal provision of either analogue and/or digital course material ("Textbooks and course reader 2.31.6").
Interviews revealed a wider range of actions with university software than initially identified, so the following nodes were added: "Group practicals 2.33.10", "Lecture notes 2.33.11", "Catch up missed classes 2.33.12", "Read announcements 2.33.13" and "Question and answer 2.33.14". And the following nodes were added under phases and types of academic use; "Frequency and duration of use 2.35.7", "Desired use 2.35.8" and "Self taught 2.35.9".
Future ICT Use coding index
 |
| Changes drawn on the coding index for Future ICT Use 3 (30 March, 2012) |
Due to having recently upgraded mobile, laptop or other ICT technology and/or experiencing financial constraints, some students indicated that they did not want an upgrade ("No new mobile phone upgrade desired 3.11.2", "No new laptop upgrade desired 3.12.2" and "No other ICT desired 3.13.2").
Some students spoke about their ambitions at university ("University ambitions 3.24"), as well as the services they wanted to be on ("Academic services 3.31.1" and "Personal services 3.31.2"). Another University of Cape Town student mentioned his community involvement and promotion of ICT, so the node "Community involvement 3.4" was added to reflect this.
Lastly, a node "Play at Conferences 4" has been added to track the most interesting segments of student interviews. These are intended to be exported and formatted for playing at conferences by the project's research lead, Laura Czerniewicz, or principal investigator, Cheryl Brown.
Saturday, 7 January 2012
Developing a qualitative research coding index for first-year, university students' ICT practices
This post was written for researchers interested in the background to the fourth phase of the ICT Access and Use qualitative research project's coding process.
The fourth phase of the IDRC-funded Centre for Educational Technology's ICT Access and Use project uses digital ethnographies to understand how twenty six, first-year students at four South African Universities used Information Communication Technology (ICT) for study and leisure purposes last year.
This research phase saw four researchers at the universities of Cape Town, Rhodes, Orange Free State and Fort Hare prepare eight sets data:
Preparing this coding followed these eight steps:
1 Kelsey and I reviewed the project's documents and transcribed key points from student interviews;
2 I illustrated these points on two large cyan posters with yellow stickies (these were very useful for re-grouping concepts on the board);
3 These points were reviewed internally and presented externally to the universities' researchers and their most engaged students;
4 Kelsey and I separated the points that were to be used for classification or coding;
5 Kelsey developed a numeric index in creating the Google document: "Past ICT Use 1". I followed this index in developing "Current ICT Use 2" and "Future ICT Use 3";
6 We reviewed these documents internally and revised them;
7 I then added these codes to the NVivo research project file and am now using them to code student interviews;
8 As I apply these codes using node shortcuts, I am also updating the "ICT Use" documents with new codes to describe ideas that may prove useful for querying later.
Below is an example of how these codings have been added to a video in the research project file:
I trust this post enables you understand the coding process we followed?
If you have a question, suggestion or other feedback, please type it as a comment below.
The fourth phase of the IDRC-funded Centre for Educational Technology's ICT Access and Use project uses digital ethnographies to understand how twenty six, first-year students at four South African Universities used Information Communication Technology (ICT) for study and leisure purposes last year.
This research phase saw four researchers at the universities of Cape Town, Rhodes, Orange Free State and Fort Hare prepare eight sets data:
- A series of interview videos between the university's researcher and his or her subjects;
- Videos of focus groups;
- Videos of ICT use at home;
- Videos of formal and informal mobile phone video use;
- Videos of social media and internet use;
- Videos University software use (such as learning management systems)
- Screengrabs of Facebook use;
- and documents of the researchers' reflections.
Preparing this coding followed these eight steps:
1 Kelsey and I reviewed the project's documents and transcribed key points from student interviews;
2 I illustrated these points on two large cyan posters with yellow stickies (these were very useful for re-grouping concepts on the board);
 |
| ICT Access and Use phase four coding poster (9 January, 2012). |
4 Kelsey and I separated the points that were to be used for classification or coding;
5 Kelsey developed a numeric index in creating the Google document: "Past ICT Use 1". I followed this index in developing "Current ICT Use 2" and "Future ICT Use 3";
6 We reviewed these documents internally and revised them;
7 I then added these codes to the NVivo research project file and am now using them to code student interviews;
8 As I apply these codes using node shortcuts, I am also updating the "ICT Use" documents with new codes to describe ideas that may prove useful for querying later.
Below is an example of how these codings have been added to a video in the research project file:
 |
| Screengrab of coding for Ace's first interview in NVivo 9. (9 January, 2012). |
If you have a question, suggestion or other feedback, please type it as a comment below.
Monday, 5 December 2011
Improving UCT's support for Qualitative Data Analysis Software use.
Written for current and prospective users of qualitative research software at the University of Cape Town.
My blog's NVivo posts aim to provide an example of the use of a qualitative data analysis software (QDAS)* in a South African (or developing world) academic context. Hopefully by posting on the experiences of using NVivo 9 in completing a PhD and working for the ICT Access and Use project, I can stimulate much needed discussion about how students and staff could (or should) be better supported in their QDAS-use.
There is considerable scope at the University of Cape Town (UCT) to improve its support for student and staff QDAS-use: currently, UCT does not do even one of the four key activities listed by David & Jacobson (2008) for QDAS institutional success as exemplified by the University of Massachusetts Lowell!
Based on my experiences at UCT, the status of these key activities are:
This does present opportunities for UCT's staff and/or students to take the lead with:
* Also more commonly known as Computer Assisted Qualitative Data Analysis Software (CAQDAS).
Davidson, Judith and Jacobs, Cynthia. The Implications of Qualitative Research Software for Doctoral Work: Considering the Individual and Institutional Contexts [online]. Qualitative Research Journal, Vol. 8, No. 2, 2008: doi: 10.3316/QRJ0802072.
Availability:<http://search.informit.com.au/documentSummary;dn=425496252675286;res=IELHSS> ISSN: 1443-9883. [cited 05 Dec 11].
My blog's NVivo posts aim to provide an example of the use of a qualitative data analysis software (QDAS)* in a South African (or developing world) academic context. Hopefully by posting on the experiences of using NVivo 9 in completing a PhD and working for the ICT Access and Use project, I can stimulate much needed discussion about how students and staff could (or should) be better supported in their QDAS-use.
There is considerable scope at the University of Cape Town (UCT) to improve its support for student and staff QDAS-use: currently, UCT does not do even one of the four key activities listed by David & Jacobson (2008) for QDAS institutional success as exemplified by the University of Massachusetts Lowell!
Based on my experiences at UCT, the status of these key activities are:
- Software is not readily available - UCT (and its Humanities Faculty) does not have an NVivo site license;
- Training is hard to access and costly- my NVivo workshop attendance was self-funded;
- There are no user-groups - there is no user group at UCT, such as a "Qualitative Research Software Users Network" for students and staff;
- There are no forums for open discussion - UCT has no fora dedicated to fostering discussions on technology and qualitative analysis.
This does present opportunities for UCT's staff and/or students to take the lead with:
- Establishing a UCT QDAS Users group;
- Setting up a regular QDAS forum;
- Documenting how may researchers are, and intend to, use QDAS software;
- Using usage statistics to justify:
- - investment in training staff and students to teach about QDAS and its use;
- - b
- uying a site license for UCT.
* Also more commonly known as Computer Assisted Qualitative Data Analysis Software (CAQDAS).
Davidson, Judith and Jacobs, Cynthia. The Implications of Qualitative Research Software for Doctoral Work: Considering the Individual and Institutional Contexts [online]. Qualitative Research Journal, Vol. 8, No. 2, 2008: doi: 10.3316/QRJ0802072.
Availability:<http://search.informit.com.au/documentSummary;dn=425496252675286;res=IELHSS> ISSN: 1443-9883. [cited 05 Dec 11].
Saturday, 17 March 2012
Four NVivo 9 tips to save you from trouble, and one from worry.
Written to save NVivo 9 users some trouble and worries.
I've been working with NVivo 9 for almost a year now and here are four important tips on what to do (and avoid). Plus a fifth on what not to worry about:
1. Work on your files locally, not via a network.
Although I was told this at an NVivo workshop last year, I proceeded to ignore it as working off a project file from the local area network folder seemed not to present any problems; it was responsive and saved me the time of backing up from my local drive. That was all good-and-well until I lost a whole day's work, because the file became corrupt! What caused this, I do not know: I suspect an automated Time Machine backup ran and NVivo subsequently froze. After restarting it, the file would not open and viewing the file's information showed it had shifted from being 180 MB big to 0 KB; not a good sign :(. I now only work locally and backup to the LAN at the end of each workday. Although this means adding an extra few minutes to my schedule, I can be confident of not losing nine hours!
2. If you work via a network, you can also expect big problems if you shut down your computer without closing NVivo properly.
Just in case the thought of losing your entire day's work won't persuade you, how about not being able to work on your file for the rest of the day?! When adding external speakers, I switched my Mac off by mistake. DOH! I was then unable to open the file off the network as I kept getting a message that it was "already in use". I then tried everything I could to circumvent this problem, to no avail (I was blocked from copying the file to another location as it's "in-use"; logging out of the LAN software; re-mapping the drive... even the old restart everything fail-safe failed.) So, the moral of the story is not to work off the network; if your computer's power shuts down unexpectedly, you may find it impossible to work on the same project file that day...
3. Set all automated tasks to run outside your NVivo sessions.
As an NVivo user on Mac, I must run NVivo 9 on Windows 7 above Parallels over MacOSX. And if the computer processing resources available to any one of these fails, NVivo sputters and does not work optimally. To limit this danger, I take these preventative measures:
4. Save a new version of your file each day.
It's a good practice to change your filename for each day. In my case, I simply change the daily date I type in the filename; i.e. "17 Mar 2012 ICT Access and Use UCT". I then backup the file to the relevant project month folder on the network. This ensures that I have the a backup record and can easily show the progress on the work I'm paid by the hour to do. It is also useful when working with other people on the same project file; for example, being a fallback just in case certain attributes are not imported.
5. Don't be afraid to import many, large video files as internal source.
If you want full coding functionality, you should always import files as internal sources, not as externals. Originally, I thought that importing a file as internal source automatically meant that the video was saved into the NVivo file itself. So, I thought I must limit myself to only importing the most interesting videos as internal source. However, through experimentation, I soon learnt that one could use the 62-bit version to import files much larger than NVivo 9's guidelines stated AND many of them (see the screengrab below), without the project file's size growing substantially.
The NVivo file above is just 170 MB in size; you don't have to take my word for it, see below.
As long as the location of the source video remains the same, there are no issues. Now, since the maximum file size of an NVivo project is reportedly 2 GB, I can add many, many more video interviews as internal source. So, with a nod to QSR International's Australian pedigree, it's a happy case of "No worries, mate!"
So, those are the most important tips I have learnt and if you have other ones to share, feel free to submit them via the comments box below, thanks.
As an NVivo user on Mac, I must run NVivo 9 on Windows 7 above Parallels over MacOSX. And if the computer processing resources available to any one of these fails, NVivo sputters and does not work optimally. To limit this danger, I take these preventative measures:
- I ensure that all the computers' backups and software updates (PC and Mac) either run outside my work hours or must be manually activated.
- I do not run more than three software packages simultaneously.
- I run NVivo in full screen (not Coherence) mode in Parallels almost all the time, so there's no temptation to run several Mac and PC applications simultaneously.
4. Save a new version of your file each day.
It's a good practice to change your filename for each day. In my case, I simply change the daily date I type in the filename; i.e. "17 Mar 2012 ICT Access and Use UCT". I then backup the file to the relevant project month folder on the network. This ensures that I have the a backup record and can easily show the progress on the work I'm paid by the hour to do. It is also useful when working with other people on the same project file; for example, being a fallback just in case certain attributes are not imported.
5. Don't be afraid to import many, large video files as internal source.
If you want full coding functionality, you should always import files as internal sources, not as externals. Originally, I thought that importing a file as internal source automatically meant that the video was saved into the NVivo file itself. So, I thought I must limit myself to only importing the most interesting videos as internal source. However, through experimentation, I soon learnt that one could use the 62-bit version to import files much larger than NVivo 9's guidelines stated AND many of them (see the screengrab below), without the project file's size growing substantially.
 |
| Screengrab of ICT Access and Use video interview imports (17 March 2012) |
As long as the location of the source video remains the same, there are no issues. Now, since the maximum file size of an NVivo project is reportedly 2 GB, I can add many, many more video interviews as internal source. So, with a nod to QSR International's Australian pedigree, it's a happy case of "No worries, mate!"
So, those are the most important tips I have learnt and if you have other ones to share, feel free to submit them via the comments box below, thanks.
Thursday, 7 June 2012
Introducing the 'Coding index for Social Media Use 4'.
Written for researchers interested in the ICT Access and Use project's coding indices development.
After reviewing first year students' initial and second interviews in the fourth phase of the ICT Access and Use project, Laura Czerniewicz and I have prepared a fourth index to code conversations in which the following themes were discussed:
After reviewing first year students' initial and second interviews in the fourth phase of the ICT Access and Use project, Laura Czerniewicz and I have prepared a fourth index to code conversations in which the following themes were discussed:
- Representations of self;
- Friendships and social media;
- Social media affordances;
- Personal social media rules;
- Students’ feelings in relation to social media;
- Other roles of social media.
These discussions are outside the scope of the previous coding indices, which looked at students' past, current and future use of ICT.
In this posting, I describe the codes we decided on, their definitions, and then provide some examples of each code.
1. Representations of self.
Students spoke about how they chose to represent themselves online as themselves (their real names), using personas or with fake identities:
4.1 Identity representation
In this posting, I describe the codes we decided on, their definitions, and then provide some examples of each code.
1. Representations of self.
Students spoke about how they chose to represent themselves online as themselves (their real names), using personas or with fake identities:
4.1 Identity representation
This is about stating who they are online, who they represented themselves to be, literally.
Not all students used a 'genuine identity' online, but some chose an online profile type that was a 'persona' or even 'fake identity' online. Three examples were:
4.12 Type of username
The naming convention students used in selecting usernames would follow from their choice of identity. Most used some variation of their first and last names, while others chose a 'pseudonym': a pseudonym is different from a fake name as there is often a link between it and one's real name. Two examples of pseudonym use were:
4.13 Self disclosure
Another aspect of self-representation lay in the degree to which students were prepared to share the information they publish to social networks with all of its members or select groups of members. Student S was very selective about the people she chose to be her Facebook friends and said that she was comfortable with being very personal on it, because; 'For the people that are on Facebook, I feel as if I can share anything'. It is likely that she would not choose to limit the information that her Facebook friends could see by specifying a "limited profile view" for some groups of them.
By contrast, a researcher commented that she would not allow her parents to be Facebook friends with her. However, now that she could use Facebook's 'limited profile view' option for them, she might as she could then share select updates with her parents. Student R described the importance of knowing what your social network audience might see with the example of how a former high school prefect left his school and then his homosexuality was 'outed' by “Facebook Friends” who had used the photograph tagging functionality to identify him in gay bars.
Another aspect of self-disclosure is whether students allow their information on social networks to be searchable in these services' local search engines and/or external ones. The coding "Search settings for the Web 4.13.2" was added to cover instances where this was discussed.
2. Friendships and social media.
Not all students used a 'genuine identity' online, but some chose an online profile type that was a 'persona' or even 'fake identity' online. Three examples were:
- Student V used his “real” profile to publish writing on fanstory.com.
- Student O used another name (or persona) when she published her online diary to wattpad.com, as she did not want her intimate thoughts traced back to her by those who could recognise her handwriting.
- Student S and her best friend used a fake profile of a handsome guy to stalk prospective boyfriends' other potential girlfriends on facebook.com.
4.12 Type of username
The naming convention students used in selecting usernames would follow from their choice of identity. Most used some variation of their first and last names, while others chose a 'pseudonym': a pseudonym is different from a fake name as there is often a link between it and one's real name. Two examples of pseudonym use were:
- Student S' last name is an isiXhosa one, but she chose an English pseudonym at University that was easy for non-Xhosa speakers to use and remember.
- For his Facebook account, Student V uses a nickname of a film character he was given by his school friends and has not changed it as he believes that his friends would search for him using it.
4.13 Self disclosure
Another aspect of self-representation lay in the degree to which students were prepared to share the information they publish to social networks with all of its members or select groups of members. Student S was very selective about the people she chose to be her Facebook friends and said that she was comfortable with being very personal on it, because; 'For the people that are on Facebook, I feel as if I can share anything'. It is likely that she would not choose to limit the information that her Facebook friends could see by specifying a "limited profile view" for some groups of them.
By contrast, a researcher commented that she would not allow her parents to be Facebook friends with her. However, now that she could use Facebook's 'limited profile view' option for them, she might as she could then share select updates with her parents. Student R described the importance of knowing what your social network audience might see with the example of how a former high school prefect left his school and then his homosexuality was 'outed' by “Facebook Friends” who had used the photograph tagging functionality to identify him in gay bars.
Another aspect of self-disclosure is whether students allow their information on social networks to be searchable in these services' local search engines and/or external ones. The coding "Search settings for the Web 4.13.2" was added to cover instances where this was discussed.
2. Friendships and social media.
Students described the relationships between their face -to-face friendships and those existing online in these relatively open-ended codings:
4.21 Face-to-face versus online friendships
This code addresses the value students perceive online friendships to have, and how “real” they perceive them to be. Some students, like Student R, expressed a 'preference for face-to-face contact'. He would prefer someone to get to know him face-to-face than via his profile, 'The profile is an extension of oneself; it is still really important to be in touch with the real person. Facebook gives you many links and you can communicate with someone that is far away, but if you make Facebook your reality, then you sort of lose touch with actually sitting down and just having a glass of wine with someone and just chatting.'
A few students described the 'benefits of online friendships'. For example, Student K said that he believed his online friendships are real. There are people that he feels he can talk to and share with. There are other people that really encourage him. He felt that the relationships are realistic, rather than virtual. Student N said that she goes onto the internet to relieve her stress during her exams. When she relieves her stress, she does talk about the exams a lot with her friends on Facebook.
4.22 Friendship types by contact type
This coding covers the types of friends a student has on Facebook and on other types of social networks. For example, Student S said that only her closest friends and family are on BBM, while most of her friends are on Facebook and anyone can follow her on Twitter. So different levels of closeness are associated with different social networks.
4.23 Online social capital and self-esteem
This coding covers student feedback on the importance that online activities play in developing their social capital and self-esteem. Some students commented that when they joined Facebook, they felt under pressure to have 1,000 friends or more, to match their peers. Student K said that most people at are at the stage where he was on Facebook, when he first started. He noticed that many people had 1000 friends and he had a few, which he thought was a crisis. So, he went to Facebook pages that allow one to easily find new friends. He would go onto these pages and write 'Hi, just add me as a friend.' Then his Aunt told him, 'For real now, you need real friends, it's not cool to have many friends; who you don't know, who don't care and you won't even talk to.'
4.24 Types of exclusion
This coding deals with the extent to which students feel included or excluded from particular social networks due to them not having access to particular tools. A common example for South African students is those who do not have Blackberry phones and therefore feel left out of BBM conversations between their face-to-face friends.
3. Social media affordances.
A category for social media (software) affordances is useful to code student discussions about the distinct affordances that social media provides them. Since the most commonly discussed social networks were MXit, Facebook, Twitter and Google+, the categories reflect this by covering:
4.31 Facebook status updates
This code covers the types of updates students made as well as the reasons for the updates.
Many students spoke about their use of Facebook's status 'update' affordance and described the frequency with which they made updates. Student S said that on Facebook, you cannot have five status updates back-to-back as you need to give time for friends to comment. She normally updates her status on Facebook at least once every two days
Students also spoke about the reasons for updates. For example, Student K uses his updates for religious purposes; he comments on the challenges that people face and testifies on what God is doing for them.
The type of Facebook status update feedback they desired was also discussed; Student V, wanted his 'Facebook friends' to discuss the updates he made, as he is a lyricist and interested in what people think of the thoughtful updates he wrote.
4.33 Facebook: number of friends
This code deals with the number of friends affordance and the meaning this has for students.
As a 'social network' software, Facebook offers the affordance of allowing its users to view their friend's social networks or those which users have not set to be private. It also provides the total number of a user's "Facebook friends". Student Y wrote that she has 900 friends on Facebook, which came about, because she went on exchange. She met many groups on rotation. There are also family, friends and South Africans on exchange everywhere else. She emphasised that this was not by 'accept', 'accept', 'accept'!
4.34 Lists and circles
This code deals with the role that “friends’ lists” plays, either in Facebook (lists) or in Google + (Circles). Facebook offers an affordance for users to create "friend lists" and manage which lists get to view a user's updates. In speaking about how Student O's friendships online could be sustained, she stated that the fact that you are 'on their list, or that they are on hers, shows that you consider each other friends'. Even though you don't communicate with people often, you can still use the 'Family', group views. People will ask questions and one still feels that they are part of your life.
Google+, the social network that pioneered the concept of lists, shapes these as 'circles'. Student S spoke about this affordance, saying: In Facebook, Google+ believes that this is an add-on, while in their service one has to choose who one shares content with. You have "Circles"; a work circle, then school, then family. You separate (your contacts into) these groups and when you share something you can tick who you do, and don't, want to share with. People do not know what Circles you put them in.
4.35 Twitter affordances
This code looks specifically at how students understand Twitter affordances, and how they perceive these affordances to be different to other social media. While Facebook offers the affordance of 'friending' other users which they may approve or decline, Twitter offers "following", which is automatically accepted. Whilst "tweeting" is similar to updates, this does have its own syntax and benefits. Students discussed these affordances, for example. In discussing the merits of Twitter versus Facebook, Student R said that at least on Twitter, the people that he is following and the tweets that they put out are basically what he is looking at. So, at least he is following it, and it's not a lot of nonsense that one is not looking for (like on Facebook). By contrast, Student K stated that he finds Twitter "a bit dry" and prefers Facebook as you can see his profile and "meet me", while with Twitter, you just see who a person corresponds with, but do not get a good idea of what is going on.
4.36 MXit affordances
This code looks specifically at how students understand MXit affordances, and how they perceive these affordances to be different to other social media. Popular because of MXit's affordance of free messaging, this service was spoken about by Student R, who said that part of the reason that got him off MXit is that when you logon, there is probably a group of people he wants to chat to, but when you show that you are online, you get all these random messages. He related this to his concerns around asynchronous messaging: he has never really liked the realtime conversation where it is just all at once, and one has to do a relay; from someone to someone, come back... answer, answer, come back. It is too dispersed for him and he finds it difficult to follow these conversations.
4. Personal social media rules.
Some students spoke about developing rules that they used to govern when, where and how they would access social networks. For example, Student S said that she 'has her own rules for the different social networks'; there was a stage on Facebook when she would accept all friend requests and it reached a stage where she got to 1,500 friends. But they were all commenting on her wall, commenting on her personal pictures and asking her personal questions and she did not like this at all. So, she decided to clean up her Facebook and she would only have people that she knew personally; from primary school, high school or university. Not someone that she has never met before.
These codes are the indicators of the different social media rules:
4.41 Information flow control between services
In theory, students can publish a new tweet, blog post, picture, et al. and share this information after linking these services within their social media accounts (for example, this blog post is tweeted about via my Twitter account and that tweet is then published to my Facebook feed). This coding tracks student mentions of this practice.
4.42 Student media management
This coding is used where students speak about managing the types of media they select for publication to social media services. For example, Student S stated that when she updates Facebook it is for an audience. She always says, if you have a picture, keep it, why put it on Facebook? She only puts it up on Facebook if she wants other people to comment, so it's definitely for other people, to get their attention. Another example is Student R who spoke about regularly updating his profile; he had stages where he wants to update everything on his profile. When he sees a new movie that he likes, he will go under under information and add it. The latest thing he has done was with his CVs, he just went it to re-shuffle them around as he likes to place them in order of importance. He was having quite a bit of a Gossip Girl prediction. So he did not quite revamp it, you can see the influcence coming in as these characters pop-up. His profile will start to reflect what is going on in his life; before this his statuses were like about Vampire Diaries, his profile picture, his information reflected what he watches and stuff. This has become like a part of him and he updates it as he goes along; very regularly.
4.43 Social media terms of use
This code refers to student mention and understanding of social media terms of use; different terms of use apply to different social media services. For example, some will retain copyright of the material users submit, while others will share copyright or leave it as the users. When asked 'How does it work, in terms of copyright, do you know? Do you have any functions, settings or stuff? Or, do you basically go on the idea that somebody else is a writer and will respect your...)' Student V replied, 'The thing is that I have not checked it out. I have just been, like WOW!, 'writing site', bam, thrown it on there. And because there are so many people, I assume that the copyright means you get to keep your own work. Especially, because you can actually sell your work through this site.'
4.44 Privacy
This code deals with mentions of privacy and privacy settings on social media. Students described their perceptions of the privacy controls that social network software afforded them. Student S said when she first used Facebook, her profile was open and there were not as many privacy control settings. Now, if you go on, you will just see her name and what she is studying; no photos, most of her wall is 'off'.
Students discussed their concerns about privacy issues. Student S stated that she is big on 'Facebook stalking' other people. She knows that other people will stalk her and she does not want strangers to have access to her personal information.
It also includes students' descriptions of being searchable (or unsearchable) on a particular service or external ones. For example, if they talk about selecting settings on social media services that would make their profile searchable via that service and other search engines.
5. Student feelings in relation to social media
This cluster of codes refers to spoke about students feelings about or 'relationship' to one, or more, social media services. It was clear from the interviews that students form a relationship with different types of social media. There is at times a kind of personification happening.
4.51 Relationship to a social media service
For an example of a relationship to Facebook, Student S said that she definitely feels that because Facebook is so personal to her, that when they (Facebook) make a change to it, she feels like they are messing with her (personal) space!
4.52 Rationale and benefits of a social media service
Students did talk about their reasons for using specific social media services and their benefits. Student N said that Facebook was useful for support during University exams: She does feel that because all of her friends are in the same boat, that she gets support. One of her friends is writing and he also does Economics, so, you know, he was telling her the other day "you know, you better read...". So, it helps to know that there is someone going through what you are going through, not to just tell someone you are learning for exams and "Sorry, it will all work out". It helps a lot.
4.53 Understanding of services' use of personal data
Students could also describe their understanding of how social media services used their data:
For instance, Student K said that he was doing a course called 'Evidence-Based Management' in which they spoke about Facebook and Google. On Facebook, its Privacy Terms & Conditions state that you must update your account within 18 months or it will be terminated. So, they always want you update your infromation as they are making money off your profile and one's account details are provided to advertisers and they are making a lot of money from us using it.
4.54 Termination of service
A few students spoke about terminating their social media membership. Student S wrote that there was a time in the holidays that she was 'hating Facebook' and even deleted it for a couple of days. Facebook can be a way for people to ignore you; so she was not getting many wall-posts, she was updating her wall, saying things in status updates, but no-one was commenting. She felt a bit ignored, so she deleted Facebook. She got angry at it. Student K wrote that he wanted to 'stay away from Facebook for ever'; he finds Facebook draining as he was addicted to it. He would wake up with Facebook and go to sleep with Facebook. He wasted a lot of time on it; it has many applications and he received many invitations from dating sites which sent you profiles every day to your email. He needed space, so he stopped for three weeks and deleted his profile.
6. Other roles of social media
Code 5 covers the examples which emerged which demonstrated other roles played by social media in students’ lives.
One example is Student R, who spoke of the school that he went to, about 150 years old and tradition means a lot. One of the traditions was that prefects could lash their skivvies. Obviously now in modern times, this is counted as assault, so it was banned. However, it was happening behind closed doors. Someone had taken a video (of a beating), whatnot, and had threatened to go to Carte Blanche. The head boy was de-prefected, but then the rest of the prefects-body threatened to throw their badges away and there was this huge drama. This found its way onto Facebook and then the school said they would block Facebook and if you wanted to use it, you must go off campus. As a border, being at school during the week, there was not much Student R could then do with Facebook.
Hopefully, this introduction to the index is so thorough that you don't have any questions :) ! If not, please add yours as a comment below, thanks.
4.21 Face-to-face versus online friendships
This code addresses the value students perceive online friendships to have, and how “real” they perceive them to be. Some students, like Student R, expressed a 'preference for face-to-face contact'. He would prefer someone to get to know him face-to-face than via his profile, 'The profile is an extension of oneself; it is still really important to be in touch with the real person. Facebook gives you many links and you can communicate with someone that is far away, but if you make Facebook your reality, then you sort of lose touch with actually sitting down and just having a glass of wine with someone and just chatting.'
A few students described the 'benefits of online friendships'. For example, Student K said that he believed his online friendships are real. There are people that he feels he can talk to and share with. There are other people that really encourage him. He felt that the relationships are realistic, rather than virtual. Student N said that she goes onto the internet to relieve her stress during her exams. When she relieves her stress, she does talk about the exams a lot with her friends on Facebook.
4.22 Friendship types by contact type
This coding covers the types of friends a student has on Facebook and on other types of social networks. For example, Student S said that only her closest friends and family are on BBM, while most of her friends are on Facebook and anyone can follow her on Twitter. So different levels of closeness are associated with different social networks.
4.23 Online social capital and self-esteem
This coding covers student feedback on the importance that online activities play in developing their social capital and self-esteem. Some students commented that when they joined Facebook, they felt under pressure to have 1,000 friends or more, to match their peers. Student K said that most people at are at the stage where he was on Facebook, when he first started. He noticed that many people had 1000 friends and he had a few, which he thought was a crisis. So, he went to Facebook pages that allow one to easily find new friends. He would go onto these pages and write 'Hi, just add me as a friend.' Then his Aunt told him, 'For real now, you need real friends, it's not cool to have many friends; who you don't know, who don't care and you won't even talk to.'
4.24 Types of exclusion
This coding deals with the extent to which students feel included or excluded from particular social networks due to them not having access to particular tools. A common example for South African students is those who do not have Blackberry phones and therefore feel left out of BBM conversations between their face-to-face friends.
3. Social media affordances.
A category for social media (software) affordances is useful to code student discussions about the distinct affordances that social media provides them. Since the most commonly discussed social networks were MXit, Facebook, Twitter and Google+, the categories reflect this by covering:
4.31 Facebook status updates
This code covers the types of updates students made as well as the reasons for the updates.
Many students spoke about their use of Facebook's status 'update' affordance and described the frequency with which they made updates. Student S said that on Facebook, you cannot have five status updates back-to-back as you need to give time for friends to comment. She normally updates her status on Facebook at least once every two days
Students also spoke about the reasons for updates. For example, Student K uses his updates for religious purposes; he comments on the challenges that people face and testifies on what God is doing for them.
The type of Facebook status update feedback they desired was also discussed; Student V, wanted his 'Facebook friends' to discuss the updates he made, as he is a lyricist and interested in what people think of the thoughtful updates he wrote.
4.33 Facebook: number of friends
This code deals with the number of friends affordance and the meaning this has for students.
As a 'social network' software, Facebook offers the affordance of allowing its users to view their friend's social networks or those which users have not set to be private. It also provides the total number of a user's "Facebook friends". Student Y wrote that she has 900 friends on Facebook, which came about, because she went on exchange. She met many groups on rotation. There are also family, friends and South Africans on exchange everywhere else. She emphasised that this was not by 'accept', 'accept', 'accept'!
4.34 Lists and circles
This code deals with the role that “friends’ lists” plays, either in Facebook (lists) or in Google + (Circles). Facebook offers an affordance for users to create "friend lists" and manage which lists get to view a user's updates. In speaking about how Student O's friendships online could be sustained, she stated that the fact that you are 'on their list, or that they are on hers, shows that you consider each other friends'. Even though you don't communicate with people often, you can still use the 'Family', group views. People will ask questions and one still feels that they are part of your life.
Google+, the social network that pioneered the concept of lists, shapes these as 'circles'. Student S spoke about this affordance, saying: In Facebook, Google+ believes that this is an add-on, while in their service one has to choose who one shares content with. You have "Circles"; a work circle, then school, then family. You separate (your contacts into) these groups and when you share something you can tick who you do, and don't, want to share with. People do not know what Circles you put them in.
4.35 Twitter affordances
This code looks specifically at how students understand Twitter affordances, and how they perceive these affordances to be different to other social media. While Facebook offers the affordance of 'friending' other users which they may approve or decline, Twitter offers "following", which is automatically accepted. Whilst "tweeting" is similar to updates, this does have its own syntax and benefits. Students discussed these affordances, for example. In discussing the merits of Twitter versus Facebook, Student R said that at least on Twitter, the people that he is following and the tweets that they put out are basically what he is looking at. So, at least he is following it, and it's not a lot of nonsense that one is not looking for (like on Facebook). By contrast, Student K stated that he finds Twitter "a bit dry" and prefers Facebook as you can see his profile and "meet me", while with Twitter, you just see who a person corresponds with, but do not get a good idea of what is going on.
4.36 MXit affordances
This code looks specifically at how students understand MXit affordances, and how they perceive these affordances to be different to other social media. Popular because of MXit's affordance of free messaging, this service was spoken about by Student R, who said that part of the reason that got him off MXit is that when you logon, there is probably a group of people he wants to chat to, but when you show that you are online, you get all these random messages. He related this to his concerns around asynchronous messaging: he has never really liked the realtime conversation where it is just all at once, and one has to do a relay; from someone to someone, come back... answer, answer, come back. It is too dispersed for him and he finds it difficult to follow these conversations.
4. Personal social media rules.
Some students spoke about developing rules that they used to govern when, where and how they would access social networks. For example, Student S said that she 'has her own rules for the different social networks'; there was a stage on Facebook when she would accept all friend requests and it reached a stage where she got to 1,500 friends. But they were all commenting on her wall, commenting on her personal pictures and asking her personal questions and she did not like this at all. So, she decided to clean up her Facebook and she would only have people that she knew personally; from primary school, high school or university. Not someone that she has never met before.
These codes are the indicators of the different social media rules:
4.41 Information flow control between services
In theory, students can publish a new tweet, blog post, picture, et al. and share this information after linking these services within their social media accounts (for example, this blog post is tweeted about via my Twitter account and that tweet is then published to my Facebook feed). This coding tracks student mentions of this practice.
4.42 Student media management
This coding is used where students speak about managing the types of media they select for publication to social media services. For example, Student S stated that when she updates Facebook it is for an audience. She always says, if you have a picture, keep it, why put it on Facebook? She only puts it up on Facebook if she wants other people to comment, so it's definitely for other people, to get their attention. Another example is Student R who spoke about regularly updating his profile; he had stages where he wants to update everything on his profile. When he sees a new movie that he likes, he will go under under information and add it. The latest thing he has done was with his CVs, he just went it to re-shuffle them around as he likes to place them in order of importance. He was having quite a bit of a Gossip Girl prediction. So he did not quite revamp it, you can see the influcence coming in as these characters pop-up. His profile will start to reflect what is going on in his life; before this his statuses were like about Vampire Diaries, his profile picture, his information reflected what he watches and stuff. This has become like a part of him and he updates it as he goes along; very regularly.
4.43 Social media terms of use
This code refers to student mention and understanding of social media terms of use; different terms of use apply to different social media services. For example, some will retain copyright of the material users submit, while others will share copyright or leave it as the users. When asked 'How does it work, in terms of copyright, do you know? Do you have any functions, settings or stuff? Or, do you basically go on the idea that somebody else is a writer and will respect your...)' Student V replied, 'The thing is that I have not checked it out. I have just been, like WOW!, 'writing site', bam, thrown it on there. And because there are so many people, I assume that the copyright means you get to keep your own work. Especially, because you can actually sell your work through this site.'
4.44 Privacy
This code deals with mentions of privacy and privacy settings on social media. Students described their perceptions of the privacy controls that social network software afforded them. Student S said when she first used Facebook, her profile was open and there were not as many privacy control settings. Now, if you go on, you will just see her name and what she is studying; no photos, most of her wall is 'off'.
Students discussed their concerns about privacy issues. Student S stated that she is big on 'Facebook stalking' other people. She knows that other people will stalk her and she does not want strangers to have access to her personal information.
It also includes students' descriptions of being searchable (or unsearchable) on a particular service or external ones. For example, if they talk about selecting settings on social media services that would make their profile searchable via that service and other search engines.
5. Student feelings in relation to social media
This cluster of codes refers to spoke about students feelings about or 'relationship' to one, or more, social media services. It was clear from the interviews that students form a relationship with different types of social media. There is at times a kind of personification happening.
4.51 Relationship to a social media service
For an example of a relationship to Facebook, Student S said that she definitely feels that because Facebook is so personal to her, that when they (Facebook) make a change to it, she feels like they are messing with her (personal) space!
4.52 Rationale and benefits of a social media service
Students did talk about their reasons for using specific social media services and their benefits. Student N said that Facebook was useful for support during University exams: She does feel that because all of her friends are in the same boat, that she gets support. One of her friends is writing and he also does Economics, so, you know, he was telling her the other day "you know, you better read...". So, it helps to know that there is someone going through what you are going through, not to just tell someone you are learning for exams and "Sorry, it will all work out". It helps a lot.
4.53 Understanding of services' use of personal data
Students could also describe their understanding of how social media services used their data:
For instance, Student K said that he was doing a course called 'Evidence-Based Management' in which they spoke about Facebook and Google. On Facebook, its Privacy Terms & Conditions state that you must update your account within 18 months or it will be terminated. So, they always want you update your infromation as they are making money off your profile and one's account details are provided to advertisers and they are making a lot of money from us using it.
4.54 Termination of service
A few students spoke about terminating their social media membership. Student S wrote that there was a time in the holidays that she was 'hating Facebook' and even deleted it for a couple of days. Facebook can be a way for people to ignore you; so she was not getting many wall-posts, she was updating her wall, saying things in status updates, but no-one was commenting. She felt a bit ignored, so she deleted Facebook. She got angry at it. Student K wrote that he wanted to 'stay away from Facebook for ever'; he finds Facebook draining as he was addicted to it. He would wake up with Facebook and go to sleep with Facebook. He wasted a lot of time on it; it has many applications and he received many invitations from dating sites which sent you profiles every day to your email. He needed space, so he stopped for three weeks and deleted his profile.
6. Other roles of social media
Code 5 covers the examples which emerged which demonstrated other roles played by social media in students’ lives.
One example is Student R, who spoke of the school that he went to, about 150 years old and tradition means a lot. One of the traditions was that prefects could lash their skivvies. Obviously now in modern times, this is counted as assault, so it was banned. However, it was happening behind closed doors. Someone had taken a video (of a beating), whatnot, and had threatened to go to Carte Blanche. The head boy was de-prefected, but then the rest of the prefects-body threatened to throw their badges away and there was this huge drama. This found its way onto Facebook and then the school said they would block Facebook and if you wanted to use it, you must go off campus. As a border, being at school during the week, there was not much Student R could then do with Facebook.
Hopefully, this introduction to the index is so thorough that you don't have any questions :) ! If not, please add yours as a comment below, thanks.
Tuesday, 13 December 2016
Multimodal education for inequality: exploring privilege in visual arts students’ e-portfolio personas #8ICOM
Written for researchers interested in how technological and material inequalities become evidenced in young people's digital personas.
Here's the 19 minute 8ICOM conference talk that accompanied my Multimodal education for inequality presentation. This talk aimed to be a concise overview of my PhD research and its contribution:
"My research serves as a cautionary
tale concerning the inequalities evidenced in visual arts students’
curation of digital personas. By contrast to often celebratory accounts of
teaching contemporary digital media literacies, I describe how the technological
and material inequalities between students at a government and an
independent school became mirrored in digital portfolios.
My thesis’ research
contributions are as an Action Research project that enabled the recording
and analysis of students' differing negotiations of arts studio personas
for up to three years. It included students from very different social
backgrounds with contrasting access to media ecologies for digital
curation. I explore how young people’s e-portfolio styles mirror inequalities
in their digital curations and connections to varied affinity spaces. I also
highlight other challenges youths faced in articulating interest via
e-portfolios. For example, remediating “unofficial” cultural repertoires, such
as fashion and Manga.
In South Africa, just
doing ICT, visual arts or visual design subjects is a rare privilege. The
Department of Education’s technical report on the National Senior Certificate
reveals that a low percentage of students do subjects likely to support
access to study options in visually creative industries. In 2012, Equal Education reported that Cape Town’s schools offering
art or design until grade 12 (Matric) are predominately those serving the middle-
and upper-classes. Anecdotal
experience suggests that very few students have curricular opportunities to
experiment with online content creation. A narrow subject focus tends to
exclude inter-disciplinary productions, such as visual arts students
using ICT technologies to curate their productions. Such rigid silos ignore the
importance of hybridity in domains such as contemporary art or graphic
design. My action research project makes a small contribution to building
bridges between silos.
I helped teachers
develop syllabi that appropriated online portfolios for e-portfolio curation. Online
portfolios emerged in 2003 and visual creatives increasingly use such
services to reach web audiences. Digital portfolios are
used for varied forms of capital exchange: For example, securing academic
and vocational trajectories. Some portfolios also support commercial
transactions, such as auctions or art catalogues. Portfolio portals
provide a resource to develop extensive knowledge about the numerous
domains in visual culture. Visual creatives can also develop in-depth
knowledge by learning from others in digital affinity groups. For
emergent creatives, experimenting with portfolios can help with developing
intent around who they want to be.
My action research
project aimed to enfranchise students with fair opportunities for formally
experimenting with online content creation. I helped two educators appropriate
Carbonmade for their students to produce e-portfolios. E-portfolios were taught
conservatively as an aid to prepare for matric exhibitions. A
Bourdieusian field analysis reveals why: it was easy to source the well-resourced
sites supporting digital media prosumption. By contrast, e-portfolio curricula
had to dovetail with the DOE’s visual arts syllabus requirements. It was
a process to gain approval from the DOE, WCED and to secure buy-in from
educators.
Youth were taught and
assessed on their self-presentation as visual arts students (or
"disciplined" identities) and in organizing curricular showcases.
Students' Carbonmade entries were used by the service’s database in creating
four types of page: A 'homepage', ‘artwork project folder’ pages, an ‘about’
page and ‘search page’ results.
Carbonmade’s use was
part of a broader digital curation process, which Potter defines as new
media literacy involving intertextual meanings and strategies for different
audiences. E-portfolio curricula saw students practice the steps A. to C. of
collation, production and sharing in their digital curations. Twenty nine
students curated e-portfolio; seventeen pupils came from an elite,
all-boys, independent school’s Class of 2012. They were taught
e-portfolios from grades 10 to 12. Twelve volunteers came from a less
well-resourced, mixed sex, government school, where ICT broadband
failure delayed the bulk of my lessons to grade 11 in 2014.
The independent school’s
speedy adoption mirrored its material and technological advantages
versus the government school. van Dijk identifies five different types of
inequality and their properties shaping digital media’s usage. My research
focuses on the material and technological aspects:
Technology wise, the
independent school had a one-laptop-per-learner-policy and conspicuous
consumption of electronics was evident. Varied societies, workshops and
extra-mural leisure activities received the independent school’s
support. By contrast, the media infrastructure available to government school
learners in its Khanya computer lab were old. As an Arts and Culture
Focus school it offered some co-curricular activities, but most students
needed to leave early for safe public transport.
The results from my
sites are not comparable due to these large differences, as well as the
shorter e-portfolio syllabus at the government school. There were also
important differences in students’ vocational interests, with the
government school volunteers being more motivated to pursue visual creative
studies. Working in a creative industry seemed a prized social trajectory to
them. By contrast, many independent school students perceived such choices to
be low in prestige, versus say, finance or medicine.
After four years of
fieldwork I amassed a lot of data and my analysis followed Potter’s (2015) example. He
researched digital curation through a combination of Social Semiotics
and Cultural Theory. Given the potentially strong role of ICT
infrastructure and capital resources on youth’s curation, I added insights from
Digital Materialism (especially Infrastructure studies) and also Social
Interactionism. I also adopted Sen’s (1992) inequality approach.
I did a multimodal
content analysis on the representational and communicational choices of all
students. I then wrote 12 case studies, covering student’s diverse
circumstances and e-portfolio styles. The content analysis revealed particular
patterns in the disciplinary, extra mural visual creative and other
personas at each site. For example in
self-presentation, no government school students wrote self-descriptions
over 10 sentences long or used formal genres. Similarly, informal
mobile genres were used for self-representation in their images. Here,
youth tended to differentiate themselves through the “unofficial” visual
culture personas they shared.
Notable patterns at the independent school included the impact
of strong assessment on students’ presentation of their disciplined
identities, which predominately featured formal styles. Most students added
lifestyle personas to differentiate themselves. Several drew on differentiated
practices in tourism, watersports and music for subject matter.
Students’ contrasting e-portfolio styles marked
their unequal access to ICT infrastructures. The
content analysis showed that youth did not have equal opportunities, but
the formal and extra-mural advantages of the better-off were amplified at both
schools. For example, students from homes supporting “free”
internet access created better organized and more extensive showcases than
under-, or non-, connected classmates. Young people’s disciplinary and
“unofficial” e-portfolio personas evidenced privilege. Youth’s online access for developing academic
cultural capital online could be likened to museum visits. As can be seen
across all these digital curation practices, limited internet access
seriously hampers one’s opportunities to engage with exhibits or in developing
one’s own.
This points to the importance of each young
person’s digital hexis in developing e-portfolio styles. Young
people with a history of access and use of ICT were advantaged in having foundational
digital literacies for e-portfolio curation. By contrast, those
inexperienced with scanners, desktop computers, internet browser use and local
area networks, had to play ‘catch up’ in class.
To situate how
material and technological inequalities become evidenced in e-portfolio
curation, my research links young people’s habituses to their affinity spaces. Each
individual's habitus comprises different habituses. My research focuses on four;
the secondary school habitus, a primary home habitus, a vocational habitus and the mediated
preferences in the digital information
habitus. The secondary habitus links directly to the legitimated affinity
spaces supported in classroom arts studio practices. Other affinity spaces tend
to relate to “unofficial” personas.
Here follows case
studies for five enthusiastic students, who differed in terms of the
material and technological resources available in their habituses and affinity spaces:
A White, independent school
student, George went beyond want his educator expected by using a fine arts
gallery metaphor while closely reproducing the disciplinary identity. His
benchmark example evidenced a fandom for fine art, which was unusual
amongst his peers. George was privileged to attend both international and local
galleries, and also pursued this fandom in online affinity spaces. Keen to do Medicine,
George’s assessment strategy foregrounded his observational drawer and painter
personas to achieve the best possible grades from his markers. Although he
published extra-mural photography and designs to Instagram, Deviantart and
shared them via social networks, George’s assessment strategy avoided
mentioning such “unofficial” accounts in his e-portfolio.
Nathan, was a Black,
government school student. Despite also being a fan of art, Nathan could not
do visual art or e-portfolio production outside class. His digital
information habitus was heavily constrained and this was mirrored in an
e-portfolio curation of four images and a brief self-description. Privacy
concerns also shaped his concise profile and decision not to add a self-image.
Unusual in expressing dissatisfaction with his
e-portfolio at the curriculum’s end, Nathan did ‘not really’ believe his
e-portfolio might support his vocational objectives in design.
Masibulele also attended
the government school. His case highlights some assimilatory challenges that
Black students might face in producing visual arts e-portfolios: a first-language
isiXhosa speaker, Masibulele chose to use English instead for an
international audience. He did not share traditional mixed-media productions
as he perceived that these productions were not what was expected in arts
class. For the same reason, he also did not initially share his fashion
labels’ creations. Despite his educator’s inclusive approach, exclusion
of traditional and fashion repertoires shows how students might conceal
cultural capital from home. This suggests strategies of assimilation in
respect of the predominately taught Western fine arts canon and observational
drawing and painting studio practices. His case also highlights how particular
types of visual culture (surface, media and genre) embody social distinction,
albeit moderated within “multi-cultural” repertoires.
Melissa’s case
illustrates the influence of global youth culture and gendered
strategies on self-naming practices. She used a well-resourced home environment
to explore “unofficial” Japanese Manga, Anime and calligraphy practices.
The influence of Japanese pop-culture was also evident in the pseudonymous
identity choices she made. Such privacy choices reflected shared concerns
with her female classmates about unwanted audiences and the dangers of
cyber-bullying and sexual harassment. Her well-developed digital hexis had a
downside; while she did use a pseudonymous identity, her contact email address
featured her full name. Melissa linked to a separate deviantArt profile
to share Gothic and other interests with potential to be misinterpreted by a
religiously conservative audience.
Kyle’s case highlight
the ease of extra-mural interests dovetailing with dominant cultural capital
being remediated into e-portfolios. A White, independent school student, Kyle shared exclusively resourced sports and
photographic productions that dovetailed with his school's institutional
cultural capital. Kyle could easily access professional photographic and
videographic equipment and focused on ‘point-of-view’ work in extra-mural
productions from grade 11. He took travel photography and combined his
enjoyment of wave-boarding with technicity to shoot and edit professional-looking
videos. YouTube was used to research video techniques, such as
achieving the right frame rates to show a giant wave break. Kyle also used
Flicker to research productions by photographers with similar lenses and
cameras to him.Kyle linked to his Flicker and Vimeo accounts from his
e-portfolio. After matric, Kyle became the most successful prosumer amongst his
peers with over 30,000 followers of his Instagram account and high quality
prints of his work are available to buy via society6.com. While Kyle and
Melissa’s examples show what is possible for young people as prosumers, it also
suggests the reproduction of advantage via high volumes of capital needed to
develop a prosumer identities as a semi-professional photographer or aspirant
animation producer.
I had hoped that my
action research would support new literacies and equality. By contrast,
it seemed to contribute to the reproduction of symbolic advantage: Under-resourced
students did not create disciplinary showcases and faced challenges in
adding cultural repertoires. Well-resourced students created showcases,
adding distinctive prosumer identities, while negotiating their disciplinary
personas with more exclusive ones. While e-portfolio production is still being
taught at the private school, it’s NOT for government school students. That is a pity; both
Masibulele and Melissa used their e-portfolios to successfully apply for tertiary
studies - Masibulele did surface design and Melissa Fine Art. Despite her
passion for animation, Melissa went on to study Fine Art, evidencing the
importance of educational investment in dominant high culture.
Similarly, Masibulele's parents would like him to transfer to studying
architecture.
Both Melissa and
Masibulele are fortunate relative to their government school peers in being
able to progress into tertiary habituses rather than being unemployed. Ironically, despite facing the least challenges in e-portfolio curation, Kyle
and George went on to study outside visually creative industries: George
entered medicine and Kyle business science.
My content analysis and
case studies suggest the importance of material and technological resourcing
in young visual artists’ e-portfolio curations. In
particular, resource-intensive communications may not accurately reflect
young peoples’ intensions and abilities: inequalities in some
teenagers’ digital information habituses meant that under-resourced sign-makers could not fully
express their curricular interests. In addition to missing social
information, inexperience with software also led to mis-identifiers misrepresenting
what youths wanted to express.
As a pathfinder project,
mine has opened up much to explore:
> How can the middle-class underpinnings of the initial pedagogy be adjusted to better accommodate all students?
> How do online portfolio styles change as youth become professionals or hobbyists?
> My research took place in relatively well-resourced English secondary schools, but what about other languages and resourcing?
> Digital portfolios increasingly serve to access tertiary education, but how are they assessed?
> How can the middle-class underpinnings of the initial pedagogy be adjusted to better accommodate all students?
> How do online portfolio styles change as youth become professionals or hobbyists?
> My research took place in relatively well-resourced English secondary schools, but what about other languages and resourcing?
> Digital portfolios increasingly serve to access tertiary education, but how are they assessed?
To close with a
speculative proposition; Bourdieu foregrounded disinterested aesthetic
dispositions as a key marker of Distinction in 1979. As prosumers increasingly make both their
tastes and work digitally visible, are we not witnessing an emergent form of
social distinction, a ‘Distinction 2.0’? Perhaps researching individuals’
distinctive curations of digital personas can provide as interesting insights
into Postmodern societies, as understanding French people’s contrasting
aesthetic dispositions once did in the Modern!
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