Methodologies and potential of grounded theory
Inspired by books:
Grounded theory: A practical guide (Melanie Boris and Jane Mills) 2015
Constructing grounded theory: A practical guide through qualitative analysis (Kathy Charmaz) 2006
Free flow writing and thoughts without references added (inc useful links to print):
Despite recent developments and new legal requirements in digital accessibility little is known about what young people learn or know in this area during their educational development, time at school and how they might respond to this being added to the curriculum. A foundation of knowledge in digital accessibility basic concepts would help prepare them for the workplace and the ever evolving needs in society for digital content to be accessible and inclusive by design.
(Social model of disability)
I believe this study would be best to adopt a grounded theory methodology to explore experiences, knowledge and opinions of pupils and their teachers in primary and secondary education on their understanding of basic concepts surrounding digital accessibility and these needs in society. This suggests the influence of symbolic interactionism and the manner in which society is created and maintained through repeated meaningful interactions driven by experience and empathy. It would be relevant to take this stance to ascertain an understanding of what digital accessibility means for and in society not just any rote learned associated skills, words or facts learned in school.This study will primarily be dictated by grounded theory qualitative methods to allow for in-depth interviews, structured conversations and focus groups to listen and build on data or points raised by participants. It will also allow for iterative development and cycles of the study to follow up and further explore any emerging concepts or themes by further questioning and investigation.
The use of inductive research methods in the analysis will allow research findings, themes and theories to naturally emerge (rather than test by hypothesis) from in-depth interviews and focus group recordings in the voices of participants themselves. I’m looking at comparing two school age groups as well as their teachers so the situation can be analysed from a multiple perspective approach to aid reflexivity, learners may see things differently from different education levels as they are potentially new to the specific topic of digital accessibility, yet their teachers whose knowledge in this area maybe challenged or clouded due to the complex ‘unlearning’ barrier identified in my SCULPT conceptual model (see previous blog of draft proposal). For me these potential differences need to be acknowledged and might pose a difficulty for me to find a complete truth to the situation or draw any definitive conclusion about learner needs, which is indicative to a post modernist stance and may instead offer several solutions throughout the educational journey rather than one.
I will therefore be potentially co-producing a socially constructed interpretation with my research participants to best articulate the remit of the educational context for any conclusions I draw. This co-construct will also be drawn from my own experience teaching and training in this area within a workplace scenario, so essentially a co-constructed study which includes both their heavy input as participants in their own voice as well as my influence as the researcher driving the study reflecting on what my previous findings and experience taught me during SCULPT. This is very much aligned to the constructivist Charmaz model of grounded theory (1995, 2000, 2014) rather than the original Glaser and Strauss model (1967).
‘Charmaz and fourth movement of qualitative research’ Crisis of representation’ and the influence of the author in the text, but still writing up a study firmly grounded in data.
Situational analysis (Adele Clark?)
Using this construct I aim to ascertain a theory of where and when the basic concepts around digital accessibility could be introduced in some form to the curriculum and why that might be most appropriate. This maybe not one starting point but several relating to what is relevant and when from a multiple perspective need and themes as they emerge.
The design of the research will be heavily steered by a literature review of how others have applied and used grounded theory to determine the structure of their study, questions asked and the analysis of findings. I can use this to cross reference my own exploration.
The literature review on digital accessibility awareness and teaching will come much later in the study rather than at the beginning to help contextualise findings or emerging concepts, categories or themes and act as a backdrop of comparison to confirm existing or aid the formation of new understandings in this new school arena. To date, literature on the topic of teaching digital accessibility or digital accessibility awareness is sparse, and where it does exist is limited to the higher education context or workplace setting, I therefore may need to search the gray literature as well as the more formal academically published research material. This study therefore aims to offer an original contribution to the conversation and due to the qualitative nature, hopefully provide rich data and knowledge about digital accessibility and its potential to be covered and taught in the school setting.
Using this construct I aim to ascertain a theory of where and when the basic concepts around digital accessibility could be introduced in some form to the curriculum and why that might be most appropriate. This maybe not one starting point but several relating to what is relevant and when from a multiple perspective need and themes as they emerge.
The design of the research will be heavily steered by a literature review of how others have applied and used grounded theory to determine the structure of their study, questions asked and the analysis of findings. I can use this to cross reference my own exploration.
The literature review on digital accessibility awareness and teaching will come much later in the study rather than at the beginning to help contextualise findings or emerging concepts, categories or themes and act as a backdrop of comparison to confirm existing or aid the formation of new understandings in this new school arena. To date, literature on the topic of teaching digital accessibility or digital accessibility awareness is sparse, and where it does exist is limited to the higher education context or workplace setting, I therefore may need to search the gray literature as well as the more formal academically published research material. This study therefore aims to offer an original contribution to the conversation and due to the qualitative nature, hopefully provide rich data and knowledge about digital accessibility and its potential to be covered and taught in the school setting.
Useful to print
Example GT study
Education study GT
Useful PHD example
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