Ethnographic Research in a Cyber Era

Hallett, Ronald E.; Barber, Kristen

doi:10.1177/0891241613497749

Cited by 140 publications

(101 citation statements)

References 41 publications

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“…For instance, Wall (2014) conducted a study from 2008-2010 to investigate work experiences of nurses. Another study was about "natural habitat" and "on line habitat" of a group of people informing the way how they interact in their social communities (Hallet & Barber, 2014). In addition, the study of the university students' culture and life was portrayed through ethnography for explaining the vital role and the switch of the tertiary education (Illoh and Tierney, 2013).…”

Section: Ethnography Of Esp Practitionersmentioning

confidence: 99%

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Muhrofi-Gunadi

2016

IJE

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This current research aims at revealing factual ESP practitioners' roles at the tertiary level of education in Malang City, Indonesia. Data were collected through semi-structured interviews and a survey using questionnaires involving 22 ESP practitioners selected randomly from several universities and colleges in Malang. To collect data on the roles of ESP practitioners, the present study adopted two sources in the questionnaires: First, the roles of ESP instructors as teachers, course designers, materials providers, researchers, and evaluators as proposed by Dudley-Evans and St. John (1998), and secondly as a practitioner who has intercultural competence and professional activity competence as defined by Luka (2004) and ethnography (Wall, 2014). The findings showed that the majority (70%) of ESP practitioners realized their roles and some (30%) claimed to learn more on mastering contents, providing materials, conducting research on needs analysis, learning intercultural competence, and realizing the needs to have experiences in industries or related work places of the students. Concerning their ethnography, the majority of ESP practitioners did not have the opportunity to teach, to have internship, and to work in industries. Only 2 (9.1%) ESP practitioners studied the field of what students learn. Future research on the collaboration between academics and practitioners is needed to make ESP classrooms a 'real world'.Keywords: ESP practitioners, role, tertiary level, ethnography, workplace INTRODUCTIONThe marginalizing of English for Specific Purposes (henceforth ESP) at the university level in the Indonesian context is obviously observable in the credit load of ESP courses. The course offers only 2-4 credits in the English Department and the nonEnglish Department, and 6-8 credits at the colleges. Studies on the implementation of teaching English atnon English departments conducted in Java and Sumatra as observed by Sulistyo (2008) revealed the undesirable sides of the teaching of English that are associated with the teaching of ESP. Another study by Sulistyo (2013) also revealed that college students' readiness in academic content area reading was low. It is argued that this empirical evidence is related among other things to the marginalizing of ESP at the university level.With the growth of English as a lingua franca, where English is limited to being used as a means of not only general communication but also commerce, aviation, logistics, accounting, engineering, health, and tourism, the teaching condition of ESP described previously should not happen, as English will also be used in other sectors soon. This implies that ESP is supposed to get more attention in terms of optimizing ESP practitioners' role in the classrooms.It might be not too far-fetching to state that for some decades English for specific purpose (ESP) has been marginalized in English language teaching (henceforth ELT), at the English Department and the non-English Department in Indonesia. This is due to

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Section: Ethnography Of Esp Practitionersmentioning

confidence: 99%

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Muhrofi-Gunadi

2016

IJE

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“…In the context of contemporary social relations, the observations of everyday life can be difficult for ethnographic practice, as social interaction is becoming increasingly mediated by digital technologies in many societies (Hallett and Barber, 2014). In this project, talking with participants and spending time with them (Delamont, 2004) meant interacting in face-to-face situations as well as in several online platforms.…”

Section: 'Getting There Together': Online and Offline Team Fieldworkmentioning

confidence: 99%

Doing digital team ethnography: being there together and digital social data

Beneito-Montagut

Begueria

Cassián

2017

Qualitative Research

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With the digital availability of social data helping reshape ethnographic research and thus broadening the mainstream understanding of ethnography, this research proposes a set of strategies to overcome current limitations in doing ethnography. Based on a two-year online and offline ethnographic project on social media use in later life, insights are provided into how the practices and meanings of ethnography are being reconstructed and negotiated in response to the explosion of digital social data and through team practices. This paper reviews how collaborative and interdisciplinary ethnographic reflection is sustained and extended by digital tools, creating a live source of data that can be analysed within the framework of ethnography. As a contribution to current debates on the 'Social Life of Methods', it also reviews epistemic issues associated with digital data and team ethnography, such as the role of the ethnographer(s), the field(s) and computational data analysis. The article reaches the conclusion that digital team ethnography is a viable option for undertaking thick and descriptive studies about the use of social media, which in turn favours a collaborative, non-hierarchical and dialogue-driven knowledge production process.

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“…Ethnography is a method for understanding the way people live out their lives and make sense of them (Hallett & Barber, 2014;Hine, 2015). In ethnographic research one enters into a social environment which is often unfamiliar, and participates in activities that take part there (Emerson, Fretz & Shaw, 2011).…”

Section: Methodsmentioning

confidence: 99%

Global Online Subculture Surrounding School Shootings

Raitanen

Oksanen

2018

American Behavioral Scientist

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This study is grounded in extensive online ethnographic fieldwork and interviews with 22 people who expressed a deep interest in school shootings. Such people form a global online subculture; they share common interests and find the same cultural objects important. Media accounts of school shootings have fueled this subculture; its members participate in the recreation and circulation of online media content and give new meanings to that content. We found that people deeply interested in school shootings do not form a homogenous group, and they are divided to four subgroups within the subculture based on members' focus and interest: researchers, fan girls, Columbiners and copycats. Out of these, copycats are the only subgroup explicitly interested in replicating the acts, although subgroup membership can overlap, and members can move from one subgroup to another. Beyond copycats, other subgroups also participate in giving perpetrators fame and circulate reasons for the shootings. These accounts may influence future perpetrators.

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Ethnographic Research in a Cyber Era

Cited by 140 publications

References 41 publications

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Doing digital team ethnography: being there together and digital social data

Global Online Subculture Surrounding School Shootings

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