Crowdchecking conceptual metaphors

Davis, Hope Smith; Watson, Angela; Bakerson, Michelle Ann

doi:10.1075/milcc.3.06dav

Cited by 2 publications

(3 citation statements)

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“…However, the coding of metaphors, and dealing with bias in interpretation, remains a challenge (Armstrong et al, 2011; Davis et al, 2015; Schmitt, 2005). Colleagues have therefore proposed to not analyse metaphors in a vacuum, but to always triangulate and use other forms of data analysis.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Keeping notes during coding is invaluable when it comes to checking how you got to where you are, especially when a lot of data are involved. (p. 94) However, the coding of metaphors, and dealing with bias in interpretation, remains a challenge (Armstrong et al, 2011;Davis et al, 2015;Schmitt, 2005). Colleagues have therefore proposed to not analyse metaphors in a vacuum, but to always triangulate and use other forms of data analysis.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Armstrong et al (2011), for instance, discuss two forms of triangulation to deal with the culturally-dependent, subjective nature of recognising and categorising metaphors. The first one is metaphor checking or crowd checking by participants: showing the identified metaphors to participants and including their input in the analysis, as also done by Davis et al (2015). The second one is doing metaphor analysis as part of ethnographic research efforts, and thus triangulating it with other data sources such as interviews, observations, and field notes.…”

Section: Literature Reviewmentioning

confidence: 99%

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Coding Metaphors in Interaction: A Study Protocol and Reflection on Validity and Reliability Challenges

Declercq

Poppel

2023

International Journal of Qualitative Methods

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With this study protocol, we present our approach to collaboratively coding metaphors in medical consultations, using the qualitative analysis software package ATLAS.ti. This project came with a number of challenges but also yielded a coded data set that was rich and versatile, and allowed for a wide array of analyses. We therefore believe it can be of interest to share the details of the process, to (1) provide an hands-on approach to qualitative, collaborative (metaphor) coding, and (2) contribute to our understanding and the advancement of qualitative methods in relation to coding metaphors, and coding more generally. The protocol can be of interest for researchers interested in collaborative qualitative coding, of metaphors or other (linguistic) units, using software. We specifically describe how we set up our initial coding system, and how we further developed it inductively; how we dealt with the fuzziness of metaphors; how we approach cleaning between coding rounds; how we divided work over and collaborated as a team of three coders with different but related cultural and linguistic backgrounds; how we structured our documentation and logbook. We then discuss how this set of guidelines complements the theoretical literature and more general guidelines on (metaphor) coding, and on reliability and validity in qualitative research. We will reflect on both a number of logistic and practical issues, as well as methodological and empirical challenges, and advantages and disadvantages of our approach.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Coding Metaphors in Interaction: A Study Protocol and Reflection on Validity and Reliability Challenges

Declercq

Poppel

2023

International Journal of Qualitative Methods

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Metaphors we teach by

Hard

Liang

Wong

et al. 2021

MSW

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Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed related questions largely via researcher intuition and qualitative analyses of teacher attitudes. We sought to develop a more principled method for mapping the entailments of metaphorical concepts, using teaching metaphors as a case study. We presented participants with one of four common metaphors for the teacher-student relationship (identified in a preliminary study) and asked them to rate the degree to which a series of teacher attributes fit the metaphor. We then used iterated exploratory factor analysis to identify a small number of dimensions that underlie people’s conceptions of teachers and examined whether the metaphors systematically differed along these dimensions. We found that teaching metaphors bring to mind distinct, coherent clusters of teacher attributes and different intuitions about teacher responsibility and power – a finding we replicated in a larger, pre-registered follow-up study using a new set of participants. This work provides a novel method for mapping the entailments of metaphorical concepts and sets the stage for educational interventions centered on shifting lay theories of teaching.

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Crowdchecking conceptual metaphors

Cited by 2 publications

References 16 publications

Coding Metaphors in Interaction: A Study Protocol and Reflection on Validity and Reliability Challenges

Coding Metaphors in Interaction: A Study Protocol and Reflection on Validity and Reliability Challenges

Metaphors we teach by

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