Collaborative Codebook Development across Information Worlds: Intersections between Pedagogy, Theory, and Method in Three Dissertations

Autor/inn/en	Hollister, Jonathan M.; Burnett, Gary; Lee, Jisue; Skinner, Julia
Titel	Collaborative Codebook Development across Information Worlds: Intersections between Pedagogy, Theory, and Method in Three Dissertations
Quelle	In: Journal of Education for Library and Information Science, 64 (2023) 1, S.18-36 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2020-0095
Schlagwörter	Doctoral Students; Doctoral Dissertations; Guides; Information Science Education; Research Methodology; Theory Practice Relationship; Cooperation; Ethnography; Digital Literacy; Political Issues; Social Attitudes; Social Influences; Social Media + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Handbuch; Leitfaden; Informationstechnologische Bildung; Research method; Forschungsmethode; Theorie-Praxis-Beziehung; Co-operation; Kooperation; Ethnografie; Politischer Faktor; Social attidude; Soziale Einstellung; Sozialer Einfluss; Soziale Medien
Abstract	Dissertation work is traditionally a solo, perhaps isolating, endeavor. In qualitative content analysis in the social sciences, the student applies a codebook, whether of their own creation or an adaptation of an existing theory or framework, which is appropriate to their research context and method without collaborating with others. The theory of information worlds provides an analytical framework to analyze information behavior and use in social contexts without ascribing to or prescribing a particular methodology or approach. This article describes and discusses a novel collaborative effort to operationalize and develop codebooks for the theory of information worlds which was used across three methodologically diverse dissertations. Implications for methodology, pedagogy, and dissertation work are also discussed, with an emphasis on the ways in which a project such as this might inform the future teaching practices of doctoral students. (As Provided).
Anmerkungen	Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01