{"id":1451,"date":"2016-08-11T15:56:37","date_gmt":"2016-08-11T13:56:37","guid":{"rendered":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/?page_id=1451"},"modified":"2016-08-11T16:08:25","modified_gmt":"2016-08-11T14:08:25","slug":"what-is-coding-and-categorising","status":"publish","type":"page","link":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/categories\/what-is-coding-and-categorising\/","title":{"rendered":"What is coding and categorising?"},"content":{"rendered":"<p>With the beginning of the analytical process the descriptions and transcripts compiled by the researcher &#8220;become <strong>textual objects<\/strong>&#8221; (<span class=\"tooltips \" style=\"\" title=\"Emerson, R M, Fretz R L and Shaw, L L 1995, &lt;em&gt;Writing Ethnographic Fieldnotes&lt;\/em&gt;, London: The University of Chicago Press. Print.\">Emerson et al. 1995: 143<\/span>) which have to be treated &#8220;as if they had been written by a stranger&#8221; (<span class=\"tooltips \" style=\"\" title=\"Emerson, R M, Fretz R L and Shaw, L L 1995, &lt;em&gt;Writing Ethnographic Fieldnotes&lt;\/em&gt;, London: The University of Chicago Press. Print.\">Emerson et al. 1995: 145<\/span>). Meaning in the data can then be created through the method of <strong>open coding<\/strong>. Emerson et al. describe this process with the following words:<\/p>\n<blockquote><p>&#8220;From close, systematic attention to the fieldnotes as data, the ethnographer seeks to generate as many ideas, issues, topics and themes as possible&#8221; <em>(<span class=\"tooltips \" style=\"\" title=\"Emerson, R M, Fretz R L and Shaw, L L 1995, &lt;em&gt;Writing Ethnographic Fieldnotes&lt;\/em&gt;, London: The University of Chicago Press. Print.\">1995: 166<\/span>).<\/em><\/p><\/blockquote>\n<p>In practice this means that the researcher describes incidents and aspects in the data with short notes which &#8220;identify themes, patterns and variations&#8221; (<span class=\"tooltips \" style=\"\" title=\"Emerson, R M, Fretz R L and Shaw, L L 1995, &lt;em&gt;Writing Ethnographic Fieldnotes&lt;\/em&gt;, London: The University of Chicago Press. Print.\">Emerson et al. 1995: 144<\/span>). With the help of these notes, or <strong>codes<\/strong>, the incidents are then <strong>categorised into bigger meaningful groups<\/strong>. While doing so, the ethnographer tries to &#8220;capture <strong>as many ideas and themes<\/strong> as time allows&#8221; and to &#8220;<strong>stay close to what has been written down<\/strong>&#8220;, as Emerson et al. describe it (<span class=\"tooltips \" style=\"\" title=\"Emerson, R M, Fretz R L and Shaw, L L 1995, &lt;em&gt;Writing Ethnographic Fieldnotes&lt;\/em&gt;, London: The University of Chicago Press. Print.\">1995: 151<\/span>). Thus, whenever possible, I used terms as names for my categories which the participants themselves use or at least understand. For example, the category which I created to collect aspects of what I perceived as interactional classroom behaviour is called &#8220;<a href=\"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/2016\/07\/26\/sharing-knowledge\/\" target=\"_blank\">sharing knowledge<\/a>&#8220;, a term used by multiple participants.<\/p>\n<p>After I created the categories I wrote an <strong>integrative memo<\/strong> for each one. For more information on memos, please click <a href=\"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/what-are-integrative-memos\/\">here<\/a>.<\/p>\n<p>To get back to the <strong>overview over all categories<\/strong> and their memos, please click <a href=\"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/categories\/\">here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>With the beginning of the analytical process the descriptions and transcripts compiled by the researcher &#8220;become textual objects&#8221; () which have to be treated &#8220;as if they had been written by a stranger&#8221; (). Meaning in the data can then &hellip; <a href=\"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/categories\/what-is-coding-and-categorising\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2625,"featured_media":0,"parent":1123,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-1451","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/pages\/1451","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/users\/2625"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/comments?post=1451"}],"version-history":[{"count":6,"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/pages\/1451\/revisions"}],"predecessor-version":[{"id":1471,"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/pages\/1451\/revisions\/1471"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/pages\/1123"}],"wp:attachment":[{"href":"https:\/\/blogs.uni-bremen.de\/aboriginalstudiesclasses\/wp-json\/wp\/v2\/media?parent=1451"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}