Holstein+&+Gubrium+The+Active+Interview

=__Notes from class (3-20-10)__ What is familiar about this reading?

= =** What was new learning for you about reading? **=
 * the amount of talking from the interviewer and the interviewee
 * shifting topics (p.39--provoking narrative production)
 * the source as an empty vessel
 * your role as an interviewer is to interview within parameters
 * you need to know how to do that (shift) and have flexibility
 * you cannot totally remove your own self-interest
 * you'll always direct the conversation--it's not likely to be an open-ended conversation (you are probably not Studs Terkel)
 * individuals having multivocality
 * preparation and self-awareness become critical to reducing bias
 * integrating the whats and the hows of the interview
 * understanding is recognizing that this is an interpretive act and you need to have a certain level of understanding--it's not just what was said, but how it was said

= = =** How do you see yourself using interview as a research tool? **


 * Lori--doing possible focus groups or individual interviews
 * which brings out different perspectives and different pieces
 * she hasn't done any exploration into focus groups as a method
 * she sees value in having multiple people interacting
 * Kelly--would like to (for validity) would like to interview LOTS of people, but that does not fit into her time frame for graduation/doctoral completion
 * wants what she does in research to make a difference in education
 * could do a "Barbara Walters"-like special to have it be accessible for practitioners, not just theorist
 * wants to hear all sides, but that makes it muddy--and overwhelming
 * Edgar--passionate about his topic, but is afraid of being too objective
 * wants to do focus groups--maybe some pilot focus groups to find out what they think I need to ask because he would like to have his dissertation to have an impact on the community
 * he knows that he is very passionate about his topic but would not like that to drive the interview too much
 * Alec--wants to do a survey and then interview key people (elite interviews?) to compliment his survey or support the survey analysis
 * he feels like he needs to narrow his question before he researches the field
 * he is contemplating which communities to study
 * Liz--plans to do handful of interviews, but am concerned about multiple perspectives
 * is concerned about being open and not guiding the response
 * will be interviewing people outside of her department (but that may limit her scope due to cuts within the building)
 * ideally--would like teachers from multiple disciplines
 * Andy- is planning on using elite interviews for a rich description of how educational leaders integrate social justice and equity values into their leadership through decision making, policy work, etc.
 * knows that subjectivity will be an issue
 * the research is for the purpose of illustrating for other leaders with social justice concerns how others who share their values are able to integrate it into their work
 * is excited about honing the data gathering and data analysis techniques going into planning for the dissertation proposal
 * Stacie-originally looked at completing Seidman's 3 step interview approach, but I have changed the direction of my dissertation and feel that approach will not be the correct methodology. I am invisioning individual interviews and possible focus groups.
 * Concerns with interpretation of self and others
 * Feel avoiding bias will be difficult
 * feel like such a novice and how do I gain the experience of interview without prolonging the dissertation any further.

What are the critical questions you have for understanding?


 * How can an interviewer be open to other perspectives without getting overwhelmed or totally off track in the research?
 * How much does the interviewer reveal about your research without biasing or steer the conversation?
 * If you share nothing with the respondent, will they trust you enough to be open and generous in their responses? (and possibly vulnerable)
 * How does the interviewer avoid driving the conversation in the interview?
 * When the conversation veers off, how will the interviewer know if that information will be helpful in their research?
 * How do active interview protocols accommodate both linear and circular self-expression (direct and indirect responders)?
 * What do you note that helps an interviewer go back to be sure the interview is captured accurately?
 * What are the circumstances when you use audio or video--or no recording?
 * When do you realize you have enough?
 * What about the things that you didn't record? --or is that unethical to include?
 * How much does the interviewer self-disclose to promote rapport?

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Most powerful insights and ideas
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=__Most influential application to practice__=


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