Making Sense of the Stories of Experience: Methodology for Research and Teaching

Watson, Jinx Stapleton Making Sense of the Stories of Experience: Methodology for Research and Teaching. Journal of Education for Library and Information Science, 2001, vol. 42, n. 2, pp. 137-148. [Journal article (Paginated)]

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English abstract

In order to understand the work experience of information professionals, one must ask questions of meaning. This paper explores one way of learning to do qualitative research by exploring the meaning of school media specialist work through narrative analysis of their stories of experience. The phenomenological method of collecting and reading others' and one's own stories of experience offers one way to go beyond learning the standard set of skills and values that characterize the profession. To make sense of one's work suggests beginning a stance of reflective practice.

Item type: Journal article (Paginated)
Keywords: Reflective practice, School media specialists, faculty and staff development, meaning-making, qualitative research
Subjects: G. Industry, profession and education. > GH. Education.
Depositing user: Jinx S. Watson
Date deposited: 26 Aug 2005
Last modified: 02 Oct 2014 12:01
URI: http://hdl.handle.net/10760/6691

References

D. Schon, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books, Inc., 1982), viii.

B. Dervin, “From the Mind’s Eye of the User: The Sense-Making Qualitative-Quantitative Methodology,” in Qualitative Research in Information Management, ed. J. Glazier and R. Powell (Englewood, CO: Libraries Unlimited, Inc., 1992), 67.

M. Van Manen, Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (New York: State University of New York Press, 1990), 5.

D. Smith, Writing the Social: Critique, Theory and Investigations (Toronto: University of Toronto Press, 1999), 96.

E. Guba and Y. Lincoln, “Epistemological and Methodological Bases of Naturalistic Inquiry,” Educational Communication Technology Journal of Theory, Research and Development 30, no. 4 (1982): 233-252.

R. Glazier, “Qualitative Research Methodologies for Library and Information Science: An Introduction,” in Qualitative Research in Information Management, 6-7.

Smith, Writing the Social.

A. Schutz, On Phenomenology and Social Relations (Chicago: The University of Chicago Press, 1970), 63.

Ibid., 111.

Ibid., 83.

Schon, The Reflective Practitioner, 42.

Ibid., 50.

M. Buchman and R. Floden. Detachment and Concern: Conversations in the Philosophy of Teaching and Teacher Education (New York: Teachers' College Press, 1993); Dewey, J., How We Think (New York: D.C. Heath & Co., 1933).

J. Bruner, Acts of Meaning (Cambridge, MA: Harvard University Press, 1990).

Van Manen, Researching Lived Experience.

Smith, Writing the Social.

J. S. Watson, “’If You Don't Have It, You Can't Find It.’ A Close Look at Students' Perceptions of Using Technology,” Journal of the American Society for Information Science 49, no. 11 (1998): 1024-1036; J. S. Watson, “Students and the World Wide Web: Issues of Confidence and Competence,” in Proceedings of the Third International Forum on Research in School Librarianship, Unleash the Power! Held in Birmingham, Alabama 12-13 November 1999, ed. Lynne Lighthall and Eleanor Howe (International Association of School Librarianship: Seattle, 1999).

Watson, “’If You Don’t Have It’,” 1034.

J. Bruner, Four Ways to Make a Meaning, speech, American Educational Research Association, 1994, cassette.

W. Benjamin, Illuminations: Essays and Reflections (New York: Schocken Books, 1968).

J. S. Watson, “Transforming ‘Got a Minute?’ Stories into Reflective Narrative,” in Proceedings of the Second International Conference on Self-Study of Teacher Education Practices, Conversations in Community Held in Herstmonceux, England 16-20 August 1998, ed. Ardra Cole and Susan Finley (Self Study of Teacher Education Practices (S-STEP) Special Interest Group of the American Educational Research Association, 1998), 182-185.

D. Schon, Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (San Francisco: Jossey-Bass, 1987).

Bruner, Four Ways to Make a Meaning.

Benjamin, Illuminations, 89.

R. Barthes, S/Z (New York: The Noonday Press, 1974), 4.

J. S. Watson, “School Media Specialists in Reflective Practice,” in progress.

Ibid.

H. Gadamer, Truth and Method (New York: The Seabury Press, 1975).

G. Warnke, Gadamer: Hermeneutics, Tradition and Reason (Palo Alto: CA, Stanford University Press, 1984), 57-58.

Van Manen, Researching Lived Experience, 47.

Carini, Observation and Description: An Alternative Methodology for the Investigation of Human Phenomena (Grand Forks: Center for Teaching and Learning, University of North Dakota, 1975), ERIC, ED 127 277.

R. Bernstein, Beyond Objectivism and Relativism (Philadelphia: University of Pennsylvania Press, 1983), 137.

Ibid, 118.

Barthes, S/Z, 13.

M. C. Bateson, Peripheral Visions (New York: Harper Collins, 1994).

Ibid.

Van Manen, Researching Lived Experience, 39.

A. Jersild, When Teachers Face Themselves (New York: Teachers College Press, 1955), 4.

Schon, The Reflective Practitioner, 172.

C. Mellon, Naturalistic Inquiry for Library Science: Methods and Applications for Research, Evaluation and Teaching (Westport, CT: Greenwood Press, 1990.

Guba and Lincoln, “Epistemological and Methodological Bases,” 238.

V. Richardson, “Conducting Research on Practice,” Educational Researcher 23, no. 5 (1994): 5-10.

Bruner, Four Ways to Make a Meaning.

Guba and Lincoln, “Epistemological and Methodological Bases,” 238.

Gadamer, Truth and Method, 15.

Ibid, 17.

D. Polkinghorne, Narrative Knowing and the Human Sciences (Albany: State University of New York, 1988), 1.

Guba and Lincoln, “Epistemological and Methodological Bases,” 239.

M. Heidegger, What Is Called Thinking? (New York: Harper & Row, 1968), 188.

Smith, Writing the Social, 128.

Ibid, 124.

Ezra Pound, ABC of Reading (New Haven: Yale University Press, 1934), 30.


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