246 Field Notes
Helpful hints and advice for notetaking
These lecture notes have been edited. We thank and acknowledge Dr. Pat Arneson for sharing them with us. Nikki and I, however, are solely responsible for any errors or misinterpretations.
Field notes cannot be trusted to memory. The richness and detail of experience will be lost as new and unexpected phenomena occur. Record experiences as soon as possible after they occur. Attempt to provide a listed account of what happened in the field setting: the social processes and their contexts. It is impossible to record it all.
a) Depends upon style and preference of the recorder,
b) the research questions being asked,
c) the particulars of the setting, and
d) the methods used to record data.
Ask 3 fundamental questions regarding field notes:
1)What to record? 2)How to record? 3) When to record?
1) What to record?
"If in doubt, write it down." You cannot be certain what will eventually illuminate the phenomenon. Descriptions must include enough of the context surrounding the activity so that meaningful comparisons and contrasts can be made during the analysis. A framework is helpful, but remember to maintain flexibility. One schema follows:
a) Space - describe the physical place(s), location (such as a nursing home or shelter) furnishings, lighting, seating arrangments, etc.
b) Actors - describe the individuals involved
c) Activity - describe the nature of observed related acts the individuals are carrying out (e.g., venting, normalizing, organizing, etc.),and its relevance to the organization's mission
d)Object - describe the physical things that are present besides those in "a". These could include phones ringing in the background, public address announcements, etc.
e) Act - describe the simple actions that individuals do such as handing out agendas, using transparencies, etc.
f) Time - decribe the role of time within the interaction, and any message sequencing that takes place over time (e.g., does the meeting always start on time and feature the pledge of allegiance?)
g) Goal - describe the objective(s)that the individuals appear to be striving to attain (e.g., helping others feel that is okay to be angry with a terminally-ill patient)
h) Feelings - describe the emotions felt and expressed
Encourage quality descriptions that are thick and rich.
Reflection is also important because the investigator is the instrument. Create a personal "journal" that details your feelings, hunches, known biases, assumptions, and even expected outcomes before entering the site. This process should help you step a little distance away from your self. It is also recommended that it be done prior to entering the field to provide a baseline against which you can compare what actually emerges as the study develops. Once the study is underway, the reflective dimension falls in several categories:
a) Reflections on analysis - Reflect on themes which emerge, new hunches or possibilities that surface, patterns which develop, connections and confusion you experience -- dialogue with yourself from which your analysis will form.
b) Reflections on method - As study develops, strategies and processes used to explore aspects of the setting change. Learn more about the environment and new opportunities. Not everything will work. Reflect on how and why you select new strategies or on how you cope with varying situations. Thus, this approach gives an accurate record of what your study entails.
c) Reflections on ethical dilemmas and conflicts should address issues about decisions on what to record, how to handle privileged information, what types of relationships are appropriate, and/or how to handle value conflicts. This is an important part of the "story" as well as working out concerns.
d) Points of clarification - Include sentences which point out errors or that clarify something about which you were confused.
e) Reflections on your frame of mind - Field experience will challenge your assumptions. When our thoughts, assumptions, values, and reflections are challenged, we respond emotionally as well as intellectually. Reflecting on feelings is essential.
2) How to record?
Most notes are not written in the field. An expanded account of a variety of information is obtained during a field session and then assembled later.
Types of notes:
a) Jottings - typical and appropriate behavior limit note taking, so we jot things down. Phrases or a key word that capture some aspect of the observation. When expanded account is written later, these jog your memory. It is NOT the best format; the primary objective is to capture some key phrases or description. As far as drawing attention to yourself, each person will have to figure out the best way to account for "frequent trips to the bathroom."
b) Log or field diary - Keep record of how you spend your time. It can be valuable for planning future sessions, record time (and expenses) of being in the field, easy reference to determine who was interviewed, and acts as an appointment calendar. It is a historical record to facilitate gaining additional insight into the study.
c) Field notes - expanded account, or permanent notes. Strive for a complete and accurate account. Construct them well so that they will be useful later.
i) label each page: name of observer, date, time, location, page number, time of observation period.
ii) make a wide margin down one side. This enables room for notes and is useful for subsequent coding. Note relevant issues, key words or questions, patterns, sequences, etc.
iii)how to record dialogue: each culture has its own language, which holds particular meaning for its inhabitants.
verbatim information: if you are certain you have the actual word(s) used in the sentence or phrase; use quotation marks " ___".
Paraphrase: citations with a lesser degree of certainty, but reasonably sure of what was said; use a single set of quote marks ‘___'.
Observer's comments: explanatory comments or descriptions to better understand the context of an exchange; use brackets [___].
Lots of new paragraphs: Use whenever someone new enters the room, when the mood changes, or use break line.
d) Journals, memos, or notes ON notes: Keep a separate or parallel set of notes for the reflective part of the fieldwork assignment. These are notes about thoughts, confusions, understandings, methodological and analytical aspects of fieldwork. Thism process can help you gain distance from the data.
3) When to record?
You must develop effective habits:
a) Record your notes ASAP after observations. The longer you wait, the more you risk losing. Schedule sessions to write-up at the end. It is a discipline of daily writing.
b) Do NOT discuss your observations with anyone until you have recorded it because it alters what you record. There will be time later to share your thoughts and excitement.
c) Find a private place that has the equipment you need to do your work. The same location gives a sense of purpose and minimizes distractions.
d) Plan sufficient time for recording. 1 hour in the field = 3-6 hours to record. Limit your observations to one hour. There will be a large amount of data and 7 hours of recording time at once leads to poor notes.
e) Do NOT edit as you write. A natural, chronological flow of the session is best for organizing the framework. If you remember something, add it later. If the session was large, with complex events and conversation involved, make an outline before writing to reduce re-reading and editing.
Discipline yourself now or it will be too late. Rich data cannot be generated retrospectively.
Types of recording:
1) paper and pencil
2) audio
3) computer
4) photo/video
A detailed exemplar is being laid in as well. Hope this was helpful. Jim, Nikki, and Dr. Arneson....
Field notes cannot be trusted to memory. The richness and detail of experience will be lost as new and unexpected phenomena occur. Record experiences as soon as possible after they occur. Attempt to provide a listed account of what happened in the field setting: the social processes and their contexts. It is impossible to record it all.
a) Depends upon style and preference of the recorder,
b) the research questions being asked,
c) the particulars of the setting, and
d) the methods used to record data.
Ask 3 fundamental questions regarding field notes:
1)What to record? 2)How to record? 3) When to record?
1) What to record?
"If in doubt, write it down." You cannot be certain what will eventually illuminate the phenomenon. Descriptions must include enough of the context surrounding the activity so that meaningful comparisons and contrasts can be made during the analysis. A framework is helpful, but remember to maintain flexibility. One schema follows:
a) Space - describe the physical place(s), location (such as a nursing home or shelter) furnishings, lighting, seating arrangments, etc.
b) Actors - describe the individuals involved
c) Activity - describe the nature of observed related acts the individuals are carrying out (e.g., venting, normalizing, organizing, etc.),and its relevance to the organization's mission
d)Object - describe the physical things that are present besides those in "a". These could include phones ringing in the background, public address announcements, etc.
e) Act - describe the simple actions that individuals do such as handing out agendas, using transparencies, etc.
f) Time - decribe the role of time within the interaction, and any message sequencing that takes place over time (e.g., does the meeting always start on time and feature the pledge of allegiance?)
g) Goal - describe the objective(s)that the individuals appear to be striving to attain (e.g., helping others feel that is okay to be angry with a terminally-ill patient)
h) Feelings - describe the emotions felt and expressed
Encourage quality descriptions that are thick and rich.
Reflection is also important because the investigator is the instrument. Create a personal "journal" that details your feelings, hunches, known biases, assumptions, and even expected outcomes before entering the site. This process should help you step a little distance away from your self. It is also recommended that it be done prior to entering the field to provide a baseline against which you can compare what actually emerges as the study develops. Once the study is underway, the reflective dimension falls in several categories:
a) Reflections on analysis - Reflect on themes which emerge, new hunches or possibilities that surface, patterns which develop, connections and confusion you experience -- dialogue with yourself from which your analysis will form.
b) Reflections on method - As study develops, strategies and processes used to explore aspects of the setting change. Learn more about the environment and new opportunities. Not everything will work. Reflect on how and why you select new strategies or on how you cope with varying situations. Thus, this approach gives an accurate record of what your study entails.
c) Reflections on ethical dilemmas and conflicts should address issues about decisions on what to record, how to handle privileged information, what types of relationships are appropriate, and/or how to handle value conflicts. This is an important part of the "story" as well as working out concerns.
d) Points of clarification - Include sentences which point out errors or that clarify something about which you were confused.
e) Reflections on your frame of mind - Field experience will challenge your assumptions. When our thoughts, assumptions, values, and reflections are challenged, we respond emotionally as well as intellectually. Reflecting on feelings is essential.
2) How to record?
Most notes are not written in the field. An expanded account of a variety of information is obtained during a field session and then assembled later.
Types of notes:
a) Jottings - typical and appropriate behavior limit note taking, so we jot things down. Phrases or a key word that capture some aspect of the observation. When expanded account is written later, these jog your memory. It is NOT the best format; the primary objective is to capture some key phrases or description. As far as drawing attention to yourself, each person will have to figure out the best way to account for "frequent trips to the bathroom."
b) Log or field diary - Keep record of how you spend your time. It can be valuable for planning future sessions, record time (and expenses) of being in the field, easy reference to determine who was interviewed, and acts as an appointment calendar. It is a historical record to facilitate gaining additional insight into the study.
c) Field notes - expanded account, or permanent notes. Strive for a complete and accurate account. Construct them well so that they will be useful later.
i) label each page: name of observer, date, time, location, page number, time of observation period.
ii) make a wide margin down one side. This enables room for notes and is useful for subsequent coding. Note relevant issues, key words or questions, patterns, sequences, etc.
iii)how to record dialogue: each culture has its own language, which holds particular meaning for its inhabitants.
verbatim information: if you are certain you have the actual word(s) used in the sentence or phrase; use quotation marks " ___".
Paraphrase: citations with a lesser degree of certainty, but reasonably sure of what was said; use a single set of quote marks ‘___'.
Observer's comments: explanatory comments or descriptions to better understand the context of an exchange; use brackets [___].
Lots of new paragraphs: Use whenever someone new enters the room, when the mood changes, or use break line.
d) Journals, memos, or notes ON notes: Keep a separate or parallel set of notes for the reflective part of the fieldwork assignment. These are notes about thoughts, confusions, understandings, methodological and analytical aspects of fieldwork. Thism process can help you gain distance from the data.
3) When to record?
You must develop effective habits:
a) Record your notes ASAP after observations. The longer you wait, the more you risk losing. Schedule sessions to write-up at the end. It is a discipline of daily writing.
b) Do NOT discuss your observations with anyone until you have recorded it because it alters what you record. There will be time later to share your thoughts and excitement.
c) Find a private place that has the equipment you need to do your work. The same location gives a sense of purpose and minimizes distractions.
d) Plan sufficient time for recording. 1 hour in the field = 3-6 hours to record. Limit your observations to one hour. There will be a large amount of data and 7 hours of recording time at once leads to poor notes.
e) Do NOT edit as you write. A natural, chronological flow of the session is best for organizing the framework. If you remember something, add it later. If the session was large, with complex events and conversation involved, make an outline before writing to reduce re-reading and editing.
Discipline yourself now or it will be too late. Rich data cannot be generated retrospectively.
Types of recording:
1) paper and pencil
2) audio
3) computer
4) photo/video
A detailed exemplar is being laid in as well. Hope this was helpful. Jim, Nikki, and Dr. Arneson....
