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Capturing life as it is truly lived? Improving diary data in educational research

Arndt, Henriette L. LU orcid and Rose, Heath (2023) In International Journal of Research & Method in Education 46(2). p.175-186
Abstract
Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the... (More)
Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the teacher what they wanted to read’. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data. (Less)
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author
and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Diaries, journals, researcher positionality
in
International Journal of Research & Method in Education
volume
46
issue
2
pages
175 - 186
publisher
Taylor & Francis
external identifiers
  • scopus:85132982989
ISSN
1743-7288
DOI
10.1080/1743727X.2022.2094360
language
English
LU publication?
yes
id
e7cb16e4-903e-4e2d-8623-bcf40a76e74e
date added to LUP
2022-06-29 09:32:39
date last changed
2023-10-26 14:58:24
@article{e7cb16e4-903e-4e2d-8623-bcf40a76e74e,
  abstract     = {{Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the teacher what they wanted to read’. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data.}},
  author       = {{Arndt, Henriette L. and Rose, Heath}},
  issn         = {{1743-7288}},
  keywords     = {{Diaries; journals; researcher positionality}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{175--186}},
  publisher    = {{Taylor & Francis}},
  series       = {{International Journal of Research & Method in Education}},
  title        = {{Capturing life as it is truly lived? Improving diary data in educational research}},
  url          = {{http://dx.doi.org/10.1080/1743727X.2022.2094360}},
  doi          = {{10.1080/1743727X.2022.2094360}},
  volume       = {{46}},
  year         = {{2023}},
}