Constant Comparison and Dimensional Analysis

Following Charmaz (2014) the following methodological flexible strategies were used to guide the inductive analysis of the transcripts.

1. Breaking the data up into their component parts or properties 2. Defining the actions on which they rest

3. Looking for tacit assumptions

4. Explicating implicit actions and meanings 5. Crystallizing the significance of the points 6. Comparing data with data

7. Identifying gaps in the data

The use of these strategies was concurrent with coding which commenced immediately after the start of the interviews and did not, in fact, follow in the neatly presented order above. Throughout the open coding process to identify dimensions and properties of the data (Schatzman, 1991), analytic interpretations were developed and data collection further focused during the next interview. This in turn informed and refined the developing theoretical analyses (Charmaz, 2003). As I did not begin with an existing theory or predefined concept but an investigation into an area of interest I allowed ideas to emerge from the data (Glaser & Strauss, 1967). Categories were developed from analysis of the collected data and not taken from preconceived disciplinary concepts. Thus, because emerging dimensions (themes) were drawn from my data and not forced on the data (Strauss & Corbin, 1998) I was able to interpret experiences of my respondents and identify issues associated with participant understanding of literacy experiences and deployment in academic contexts. Although the use of the strategies was not sequential and often overlapped, for this paper I shall discuss them in sequential order.

Strategy one commenced during transcription of interviews. Each transcript was broken down into component parts, with each section further broken into an exchange between interviewer and respondent. This was to maintain the integrity of the dialogue. Each transcript was examined line-by-line to identify salient dimensions evident in the transcripts (Creswell, 1998). Charmaz (2014; pp: 125) suggests this approach is particularly useful when considering empirical problems or processes, so fitted my purpose well. A simple Word table was devised for a first cycle initial coding (Saldana, 2009; pp: 81) to record identified codes; the term ‘code’ is used here as an abstract concept depicting any idea or object under consideration. All transcript exchanges were first entered into the table without coding but by breaking the data into exchanges. Below is an example of the Word table used.

Transcript reference

Phrase/word

2.69 Interviewer: You did pretty well on that presentation then.

Because here you've got...

Respondent:That's different, presentation... It’s nerves. I like drama, drama's always been my big thing, but panic is having something just put in front of you.

Table 5-6 Example of table used for breaking transcript data into exchanges

Strategy two was an opportunity to learn about my respondents’ world through their words and statements (Charmaz, 2014; pp: 125). This involved interpreting and defining actions on which they rest.

Transcript reference

Phrase/word Coding

2.69 Interviewer: You did pretty well on that

presentation then. Because here you've got...

Respondent: That's different, presentation... It’s nerves. I like drama, drama's always been my big thing, but panic is having something just put in front of you.

Drama Panic

Table 5-7 Example of table used for coding of exchanges

Strategies three and four involved looking for tacit meanings – the challenge of unfolding implicit actions and meanings, again not known to the actors and based on personal life experiences, particularly in decisions made based on previous personal life experiences, which were not consciously apparent in the decision making environment or process for my respondents. For example respondent 103 describes wanting to belong and be part of a team and playing football to be sociable.

Interviewer: Football and....

Respondent: Yeah, well not through school but after school I played for a local team, but I mean just to be social again, it was just to be part of the team and a group of lads really, it wasn't like every night I played

Needs to belong

football...

Table 5-8 example of strategy three - belonging

This desire to belong is then echoed in later decisions to connect with peers:

Interviewer: And I'm interested in how you tackled it. So you panicked. What was the nature of your panic?

Respondent: you know what it was – you were worried that you were going to be left behind... I think you were behind already. Because after that lecture everyone was happy ...everyone was doing it. I think it was that you worried what other people – if they've got it right and you've got it wrong. It was a panic but then it was a kind of like we just need to sit down and...

Peer approval

Panic

Table 5-9 Example of strategy three - belonging

Strategy five took place during second and third stage coding and I focused on what I discerned as most significant from the coded data and encompassed strategy six and seven, comparing data and identifying gaps. As well as working with the coded data I also coded my field notes. After each interview I made a short field note memo capturing what came out generally for me during the interview. Once all the interviews were completed I reviewed my field notes as one whole and generated a set of analytic memos at a meta-level which also formed part of the coding synthesising process.

These codes were subsequently used to direct and focus further data synthesis and analysis by organizing second stage focused coding and analysis around codes developed in the initial coding of interviews and field notes (Van Velsor & Nilon, 2006). As indicated by Charmaz (2014, pp: 138) second stage focused coding permitted the relative salience of each of the possible dimensions to be condensed and sharpened during analysis. Expansion of the data had ceased and analysis focused on differentiating identified sets of conditions, processes and outcomes in my data. I was

seeking to identify a key perspective or central dimension explanation for the relationship amongst all of the dimensions related to academic literacy practices used within a widening participation context as expressed by my respondents.

During this iterative second stage focused coding process I used both Word and Excel to create tables to assist in visual understanding of which overarching codes were revealed as significant through subsuming other codes. I also made use of a third stage of temporal analysis to aid the visualizing of the dimensions. This stage was particularly rich in terms of suggesting underlying themes from the collective coded data and a number of revisits to the data took place. In particular, the use of a temporal analysis revealed the importance of the transcripts in considering respondents’ descriptions of ‘before’, ‘during’ and ‘after’ stages of the literacy intervention. This made explicit links between respondents’ experiences and issues associated with information literacy experiences and deployment in academic contexts.