ITEC0700/ NETE0501/ ISEC0502 Research Methodology#4 Suronapee Phoomvuthisarn, Ph.D. [email protected].

ITEC0700/ NETE0501/ ITEC0700/ NETE0501/ ISEC0502 ISEC0502

Research Methodology#4Research Methodology#4Suronapee Phoomvuthisarn, Ph.D.

[email protected]

Reading Reading LiteratureLiterature

Suronapee Phoomvuthisarn, [email protected]

OutlineOutlineWhy read??Coping with research literatureBasic reading strategiesCritical reading processGood enough readingChecklist for critical evaluationExercise

Why read??Why read??1. Because it will give you ideas.2. Because you need to understand what other

researchers have done in your area.3. To broaden your perspectives and set your work in

context.4. Because direct personal experience can never be

enough.5. To legitimate your arguments.6. Because it may cause you to change your mind.7. Because writers (and you will be one) need

readers.8. So that you can criticize effectively what others

have done.9. To learn more about research methods and their

application in practice.10. In order to spot areas which have not been

researched.

Reading at different Reading at different stagesstages At the beginning of your research,

◦ in order to check what other research has been done, ◦ to focus your ideas, shape your hypotheses and◦ explore the context for your project.

During your research, ◦ to keep you interested and up to date with developments, ◦ to help you better understand the methods you are using

and the field you are researching, and ◦ as a source of data.

After your research, ◦ to see what impact your own work has had and ◦ to help you develop ideas for further research projects.

Problems of volume of Problems of volume of literatureliterature

Coping with the research Coping with the research literatureliteratureThe volume of literatureThe variety of literatureLack of boundariesConficting arguments

Basic reading strategiesBasic reading strategiesWhere to read

◦ Location - Read in a place and a position that is not so comfortable that you’ll fall neither asleep nor so uncomfortable.

• What to read Books, journals, reports, popular media, online materials, memo, minutes, internal reports, letters• Types of materials

Publish/unpublished literature,Contemporary/ classic works,primary/secondary/tertiary sources

Basic reading strategies Basic reading strategies (2)(2)Whom to read

◦You are reading, where they are coming from, how authoritative a voice they have, and what their motivations in writing might be.

How to find what you need to read◦Should get the relevant literature as

quickly as possible. ◦Should become familiar with the key

texts on your subject area. ◦Should identify a broader and more

selective reading around the topic.

Steps for finding what you need Steps for finding what you need to readto read Take advice from available sources: your supervisor, manager,

fellow researchers or students.◦ Review/survey papers are also excellent places to start.

Locate books, journals or other materials that appear relevant by asking advice, browsing around, or using a library catalogue or internet search engine. You will find that keyword searches can be particularly useful.◦ Once you have identified relevant shelf or internet locations, look at other

materials there which are relevant to your topic.

◦ Once you have identified relevant journals – in print or online –look through recent issues to find the most up-to-date writing on your topic.

Identify key texts (common references, most cited authors, for example) by noting those that are referred to again and again. Make sure that you read the most popular or relevant of these. Seek out the latest editions.

Read outwards from your original sources by following up interesting-looking references.

Use the time and resources you have available to do as much pertinent reading as possible

Basic reading strategies Basic reading strategies (3)(3) How to read

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Technique◦ Skimming strategy (understand the big picture!)

Read topics read abstract, introduction and conclusion. Read first and last (1) paragraph of a section and (2) sentence of all

paragraph In the text itself, key points will often be highlighted, or placed in the first or

last paragraphs. Similarly, the first and last sentences of paragraphs are often used to indicate and summarize their contents.

Look at the pictures/graphs, Look at stressed words (bold, or italic words etc.)

ResourcesResourcesLibraryInternet *****Others

IEEE XploreIEEE Xplore

http://ieeexplore.ieee.org/

ACMACM

http://dl.acm.org/

ScienceDirectScienceDirect

http://www.sciencedirect.com/

SpringerSpringer

http://www.springerlink.com

Google ScholarGoogle Scholar

http://scholar.google.com/

Critical reading processCritical reading process1. Read the title.2. Read the abstract.3. Read the introduction and skim read the rest of

the text.4. Identify relevant sections/information to read in

detail.5. Reread the relevant sections carefully and do

the following:◦ Annotate the text with comments and questions as

you read. (The main thing to remember is to be selective; do not highlight/annotate too much.)

◦ Highlight major points.◦ Note any new terms and definitions.◦ Summarise tables/graphs etc.◦ Identify evidence/arguments the writer uses to

support his/her viewpoint. ◦ Assess the evidence/argument/counterargument.

What to put in your What to put in your recordsrecords

What to put in your What to put in your records (2)records (2)Winter, G.A comparative discussion of the

notion of ‘Validity’ in qualitative and quantitative research.

The Qualitative Report, 4(3/4), March 2000 (Available: http://www.nova.edu/sss/QR/QR3–

4/winter.html)This article explores issues surrounding the

use of validity in social research. It begins by exploring ‘validity’ in quantitative and qualitative approaches, and proceeds to examine the various claims to ‘validity’ made by researchers. The article concludes by suggesting that an understanding of the nature of ‘truth’ is central to the ways in which ‘validity’ is theorized.

Checklist for critical Checklist for critical evaluationevaluation ABSTRACT

◦ Is the abstract intelligible?◦ Does the abstract clearly and accurately describe the

objectives and results obtained/conclusions reached?

INTRODUCTION◦ Is there a clear reason for doing the study? Has a 'gap' in

the field been identified?◦ What research questions are asked?◦ What are the aims and objectives?◦ Has the author reviewed relevant literature, including

conflicting or alternative viewpoints?◦ What is the key evidence used to support the argument?◦ Has all the necessary evidence been given or are there

some gaps in the information provided?◦ Does the evidence come from reputable, relevant and up-

to-date sources?

Checklist for critical Checklist for critical evaluation (2)evaluation (2) METHODS

◦ If standard methods are used, are adequate references given?

◦ Have any methods been modified? Were the modifications described fully?

◦ Are new methods described in sufficient detail for you to repeat or extend the study?

◦ Are reasons given for using specific methods?◦ Are potential problems/limitations with the methods

highlighted?◦ Are the methods used appropriate with respect to the

objectives of the study?◦ Are any controls used?

RESULTS◦ Are the data presented in tabular/graphic form clear?◦ Are all the legends to the tables/charts/graphs/figures

clear?◦ Do the results obtained make sense?◦ Are any statistics or data misleading?◦ Has appropriate (statistical) analysis been performed on

the data?

Checklist for critical Checklist for critical evaluation (3)evaluation (3) DISCUSSION

◦ Were the objectives of the study met? Why/why not?◦ Have the results/findings been interpreted correctly? ◦ Do you agree with the interpretations or might there

be other possible interpretations?◦ Does the writer display sufficient caution when

interpreting findings?◦ Is there a logical connection between the data and the

interpretation?◦ Is the discussion based only on the findings, or is there

needless speculation?◦ Is there any bias or any hidden assumptions evident,

e.g. has the writer been sponsored by an organisation that might have a vested interest in certain outcomes?

◦ Is the discussion objective, or is the author intent on 'proving' what he/she already believes?

Checklist for critical Checklist for critical evaluation (4)evaluation (4) CONCLUSIONS

◦ What are the main conclusions?◦ What evidence supports these conclusions?◦ Do the conclusions follow logically from the evidence, or

might other conclusions be possible?◦ Are the conclusions too general and not fully supported

by the evidence?◦ Are the limitations of the study acknowledged?◦ Are the theoretical and practical implications of the study

adequately discussed?◦ Do the conclusions advance knowledge in your field?◦ Do they lead to new areas of investigation?

REFERENCES◦ Are all citations fully and correctly referenced?◦ Are the majority of references current and from peer-

reviewed journals?◦ Do the authors cite their own publications needlessly?

Summary Summary understand the vital importance of

reading as part of the research process;

feel more confident about how to find relevant materials to read;

realize that reading for research is a very selective process;

appreciate the importance of meticulously recording what you have read;

have a better idea of what is involved in producing a literature review.

ExercisesExercisesSelect a short research paper

and do the following:1. Skim the paper and find (1)

research problem (2) research questions (3) research approach and (4) contributions

2. Read in detail: make a summary and critical assessment of such an article. (use check list to help identifying critics)

ReferencesReferencesChapter 4 of L. Blaxter, C. Hughes,

and M. Tight, How to Research, 4th Edition, Open University Press, 2010

http://www.researchsupport.eps.manchester.ac.uk/learning_bytes/academic_writing/Critical_reading/1_Critical_reading_process.html

QuestionsQuestionsBy now, you may have a fairly clear

answer to the following questions:◦How are you going to do the research?◦What is your strategy and approach?◦What techniques or methods are you

going to use?◦Reading literature

What ‘s next?◦Literature review

Additional slidesAdditional slides

Annotating tipsAnnotating tips Highlight or mark with a line in the margin the

author's explanation of the main point(s). Underline each major new claim that the author

makes in developing the text and write 'claim 1', 'claim 2', and so on in the margin.

Put an asterisk against important data/statistics. Write 'conc' in the margin at points where the

writer draws major conclusions. Put a question mark next to points that are

unclear, and note whether you need more information or the author has been unclear, or whether the passage just sounds unreasonable or out-of-place.

Put an exclamation point next to passages that you agree or disagree with, or that you find interesting.

Write in the margin any comments or questions you have.

Example of annotatingExample of annotating

Characteristics of critical Characteristics of critical reading?reading? One that goes beyond mere description by offering

opinions, and making are sponse, to what has been written.

One that relates different writings to each other, indicating their differences and contradictions, and highlighting what they are lacking.

One that does not take what is written at face value. One that strives to be explicit abut the values and

theories which inform and colour reading and writing. One that views research writing as a contested

terrain, within which alternative views and positions may be taken up.

One that shows an awareness of the power relations involved in research and of where writers are coming from.

One that uses a particular language (authors assert, argue, state, conclude or contend), may be carefully qualified, and may use an impersonal voice.

Good enough readingGood enough readingGetting the gist: some hints and tips Note down the author(s), title, publisher and date of

the book, report or article. Keep this record, and any notes on the content, safely.

Look for an introduction, concluding chapter, abstract or executive summary. If there is one, read it quickly, scanning the pages. If the book or report has a cover, the publisher’s blurb may also be useful.

If it is a book or report, look for the contents page. Identify any chapters which you think may be of particular relevance and focus on them, again starting from the introduction and/or conclusion. You can find your way through a chapter or section by using the subheadings.

If it is a book or report, look for an index. If there are specific points you are interested in (people, institutions, events, etc.), you should be able to locate from the index where they are discussed in the text.

In the text itself, key points will often be highlighted, or placed in the first or last paragraphs. Similarly, the first and last sentences of paragraphs are often used to indicate and summarize their contents.