The Coding Manual gives researchers comprehensive information and examples of codes, coding, and analytic memo writing during qualitative data collection. 32 coding methods are profiled that can be applied to different kinds of research. Readers will learn how to apply codes and themes through exercises and activities. The manual includes samples of field notes, interview transcripts, and other documents. There is also a glossary of analytic recommendations. Any researcher can benefit from the vast amount of information in this book, but it’s particularly useful for those making their first attempts at analyzing qualitative data.
Saldana, J. (2010). The Coding Manual for Qualitative Researchers. London: Sage Publications Ltd.
The author conducts an interview with pioneering ethnographer Christine Hine. Hine discusses her theory of the E3 internet: embedded, embodied, and everyday. She also points out the challenges of researchers attempting to quantify experieneces on the web and proposes that new research strategies are needed for studying online communities and the internet as a whole. At the time of this interview, Hine was interested in following connections across sites rather than concentrating on a single online location. In true Hine form, multiple readings will likely be required to understand everything she says.
This updated text includes the latest netnographic research and examples from contemporary social networks, including Facebook, Twitter, and LinkedIn. Kozinets includes step-by-step guidelines to help researchers get started in netnography and addresses research in areas such as geography, linguistics, addiction, and gaming. This book is a forward step in bringing attention to netnographic research and the valuable data it can provide.
Kozinets, Robert V. 2015. Netnography: Redefined. 2nd ed. Thousand Oaks: SAGE Publications.
This documentary is the result of ethnographic research conducted by cultural anthropology professor Michael Wesch and his students. In this case, students used digital tools to convey results of on-ground ethnography in a retirement home. The class sought–and found–community inside Meadowlark Hills and then used video to convey their findings: what life is like for residents when creating community is intentional. Wesch says about the project, “Students had to face their own fears of death, they had to grieve for those they lost, and they had to overcome their insecurities to reach across a generational divide that was both wider and narrower than they had imagined.”