Working with document sources

Working with sources is similar to those applied in other fields of research in social sciences. In working with documents, it is important to understand that documents are texts which are socially and culturally situated (Scott, 1990). The meaning of the text is an objective entity but its meaning depends on the intent of the author and the perceptions of the recipient (Platt, 1981; Mcculloch, 2004; Wellington, 2015). In other words, accessing the meaning of the text in the document is not about searching for a single, objecting and important meaning but rather it is a matter of interpretation because documents have multifaceted meanings. Any document retrieved for the purpose of study should be treated scientifically. Scott (1990) suggests four ways through which the quality of the document for the purpose of research and authentic meaning can be assured: Authenticity, Credibility, Representativeness and Meaning. To ensure that the documents were naturally credible for my study, I considered Scott’s (1990) suggestion to check for authenticity, credibility, representativity and meaning.

3.9.3.2.1 Authenticity

For the document to be deemed authentic, the source of the documents must be proven to be genuine, of true evidence, sincere, devoted and attributed (Scott, 1990; Wellington, 2015). In this regard, the researcher should be concerned with making sure that genuineness and integrity characterises the document which the researcher is consulting. A situation at times may present itself where the document under scrutiny for the study is forged or altered and others are attributed to authors who are not the owners of the document (Platt, 1981). In this case, the researcher has a huge task ahead to ensure that they satisfy themselves beyond reasonable doubt that the documents under study are not in any way forged or tempered. To

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do this, the researcher must carefully check the documents as to whether they make sense, are consistent in style and content, and maintain the same version, and so on (Scott, 1990). In addition, the researcher must further verify the authorship by making sure that the names printed on the documents are indeed the names of the original author. The idea of authenticity is akin to the idea of validity.

During data collection, I ensured that the documents such as the transcripts of learners were indeed that of the original learners although for ethical considerations, the names were all pseudonyms.

3.9.3.2.2 Credibility

Credibility denotes both the objectivity and subjectivity aspects of trustworthiness of the data source. In this regard, the information should be regarded clear of errors and ill manipulations. Generally, trustworthiness is challenged by positivists whose concept of validity and reliability hugs the imaginary of it in social sciences. Shenton (2004) describes trustworthiness in terms of its worth of confidence and dependability. In other words, credibility is a tactic that the researcher can fall on in an attempt to make sure that the sources of data, documents, interviews, as well as other sources, are honest. The researcher, therefore, must use only well recognised and appropriate methods of research.

According to Scott (1990), the data is only credible if the researcher exerts or exercises caution in the selection of essential points of view, as well as recording accurate information from a particular standpoint. In this regard, the observer must ensure that the documentary data source is not distorted or created for the benefit of the observer.

In making sure that such flaws do not happen or at least reduce the chances of such instances, this study kept this information in mind by verifying learner’s electronic work on their iPads. I had no access to the teacher’s lesson plans or related documents. Furthermore, during the video recording, I avoided manipulating the natural setting to allow the free flow of the class’ by recording a true reflection of the events as they unfolded.

3.9.3.2.3 Representativeness

With regard to representativeness, not all documents require representativeness. According to Scott (1990), representation is concerned with evaluating the document's typical nature or distinctive qualities of a document or evidence. Wellington (2015) explains that this may

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relate to the concept of generalisability of data but he points out that the researcher may not always concern himself or herself with typical evidence from a document. In other words, representativeness probes whether there is enough and an available body of facts regarding the nature of the document. As Shenton (2004) puts it, documents that are under research investigations must be holistically representative.

As I took snapshots of the work done by learners through the recorded video, I considered only those aspects of the documents that gave me enough evidence of the learners’ work. In other words, I looked at facts that provided me with evidence on literacy related skills. 3.9.3.2.4 Meaning

In discussing meaning, Scott (1990) points to whether the data is comprehensive and understandable. In other words, the idea of evaluating the data sources allows the researcher the opportunity to satisfy her/himself that this is indeed the case. However, what seems to be a challenge with documentary sources is that sometimes documents may present insufficient detail because documents are collected outside the study’s agenda. In that way, they may not speak directly to the question being explored in the study (Platt, 1981; Gaborone, 2006; Bowen, 2009). Again, if documents were selected because they were specifically prepared to answer the researcher questions, they would be guilty of predetermined bias and not authentic, credible, representative and meaningful, as stated earlier. While documentary sources are variable, there are disadvantages to using documentary sources (Appleton & Cowley, 1997). Table 1 below gives a summary of some of the advantages and disadvantages of documentary sources in social research.

Figure 5: Document Sources: Adapted Appleton & Cowley (1997)

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In respect of document analysis, I was particularly concerned about how I was able to make sense of what was imperative so that the information and the research as a whole adhered to validity and reliability. Trying to ascertain what was essential and salient in the artefacts as part of the documents collected was particularly challenging, especially that I had no access to other documents such as the teachers lesson plans and other finished products of learners especially; those that were emailed to the teacher through Edmodo for marking. During document analysis, I was able to see the need to engage with written texts, and still pictures for meaning making. However, drawing from what was available, and with memories of what transpired in class, the analysis process became easy.