Overcoming time and ethical constraints in the qualitative data collection process: A case of information literacy research

Yu, Halida; Abrizah, Abdullah; Saat, Rohaida Mohd

doi:10.1177/0961000614526610

Cited by 11 publications

(7 citation statements)

References 19 publications

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“…Emma joins the study later in the middle of the data collection process to supplement data collected from Dora as the latter have difficulty expressing her opinions during the interview. The study was conducted through a multi-stage, simultaneous data collection procedure over a prolonged one-and-a-half-year time span, detailed in Yu, Abrizah and Saat (2014). Two data collection techniques are used, comprising: (a) interviews with the five teacher participants; and (b) observations of four classroom instructional sessions.…”

Section: Objectives and Methodsmentioning

confidence: 99%

Information literacy through resource-based learning: Malaysian teachers’ conception and instructional practices

Abrizah

Sani

2016

MJLIS

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This paper examines how secondary school teachers in Malaysia conceptualize information literacy, and how this understanding leads to information literacy practices through resource-based learning. Although there have been studies carried out in this area, most of the studies are conducted in western societies with sound exposure to information literacy. This study takes place in a learning environment where information literacy is not a central focus in the school curriculum. It employs a qualitative approach in the form of a case study. Five history subject teachers supervising resourcebased learning history project took part in the study. Data were collected through a series of interviews with the teacher participants to uncover: (a) their conceptions of information literacy; (b) their teaching focus in the project instruction; and (c) the instructional approach employed. Six information literacy conceptions, six information literacy teaching focuses, and four types of information literacy instructional methods are generated from the study. The findings suggest that the teachers' conceptions of information literacy in Malaysia are quite comparable to those from developed countries. However, the outlooks are more superficial and lack richness and depth. Further findings show that these conceptions influence and shape teachers' information literacy teaching focuses, as well as their project instructional approaches.

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Section: Objectives and Methodsmentioning

confidence: 99%

Information literacy through resource-based learning: Malaysian teachers’ conception and instructional practices

Abrizah

Sani

2016

MJLIS

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“…They are coded as S1SA to S6SA, S1SB to S6SB, S1SC to S6SC, and S1SD to S5SD from the four schools respectively. The study was conducted through a multi-stage (three stages), simultaneous data collection procedure taking place over one-and-a-half-years, detailed in Yu et al (2014). It employed three data collection techniques: (a) interviews, comprising individual teacher interviews and students' group interviews' (group of five students) (b) classroom observations during history project instructions (c) document analysis of students' project journal and the completed project report.…”

Section: Objectives and Methodsmentioning

confidence: 99%

Reinforcing information literacy development through a subject-focused resource-based project

Abrizah

Rafedzi

et al. 2016

Journal of Librarianship and Information Science

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This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.

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“…Specific recruitment strategies aimed at fathers and rural parents should be considered. Difficulty adhering to research timelines due to unsuccessful early recruitment efforts Ensuring flexibility in terms of time and contingency plans, and Allowing for transcription and data analysis to run concurrently with further recruitment and data collection [19] Challenges with capturing the attention and interest of gatekeepers during initial contact and building rapport Contact by phone and not email Utilising existing connections where possible Providing study information as succinctly as possible Consider offering resources, data collection relevant to the goals of the organisation, or expertise [20] (in our case infant feeding workshops/ information) to allow a sense of reciprocal input Maintaining buy-in from gatekeepers due to the complicated logistics of carrying out screening questionnaires prior to inviting eligible participants to a focus group, and the possibility of excluding people…”

Section: Limitationsmentioning

confidence: 99%

“…Allowing for transcription and data analysis to run concurrently with further recruitment and data collection [ 19 ]…”

Section: Main Textmentioning

confidence: 99%

Recruiting ‘hard to reach’ parents for health promotion research: experiences from a qualitative study

et al. 2021

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Objective Marginalised populations are less likely to take part in health research, and are sometimes considered ‘easy to ignore’. We aimed to describe our approach and results of recruiting parents who experience disadvantage, for focus groups exploring infant feeding on the island of Ireland. Upon receiving ethical approval, we implemented recruitment strategies that included building rapport with community organisations through existing networks, targeting specific organisations with information about our aims, and utilising social media groups for parents. Results We approached 74 organisations of which 17 helped with recruitment. We recruited 86 parents/carers (one male) for 19 focus groups (15 urban/4 rural). Seventy two percent met at the eligibility criteria. Most participants were recruited through organisations (91%), and the remainder on social media (9%). Recruitment barriers included multiple steps, research fatigue, or uncertainty around expectations. Factors such as building rapport, simplifying the recruitment process and being flexible with procedures were facilitators. Despite comprehensive, multi-pronged approaches, the most marginalised parents may not have been reached. Further alternative recruitment strategies are required for recruiting fathers, rural populations, or those without the capacity or opportunity to engage with local services.

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Overcoming time and ethical constraints in the qualitative data collection process: A case of information literacy research

Cited by 11 publications

References 19 publications

Information literacy through resource-based learning: Malaysian teachers’ conception and instructional practices

Information literacy through resource-based learning: Malaysian teachers’ conception and instructional practices

Reinforcing information literacy development through a subject-focused resource-based project

Recruiting ‘hard to reach’ parents for health promotion research: experiences from a qualitative study

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