This book describes the use of applied conversation analysis in the study of social interaction in different institutional settings and fields, such counseling, criminology, education, forensic science, health sciences, human geography, law, linguistics, marketing, media, mental health, social policy, social work, and sociology. It covers the main decision-making processes that inform research, including ethics and planning; practical aspects of conducting research using applied conversation analysis, including planning and preparing for data collection, completing transcription, analyzing data, using digital tools, and establishing quality; and disseminating research. Annotation ©2018 Ringgold, Inc., Portland, OR (protoview.com)
Focusing on applied conversation analysis (CA), Applied Conversation Analysis: Social Interaction in Institutional Settings by Jessica N. Lester and Michelle O’Reilly offers practical insights and guidelines for CA scholars studying social interactions in institutional settings. Written in an accessible style and packed with case studies, examples, activities, and practical tips, the book takes readers through the entire process of planning and carrying out an applied CA research study. By highlighting challenges, debates, and important questions, each chapter provides the theoretical foundation necessary for making informed decisions at every stage of a research project. The book is divided into three sections (context and planning, doing a project using conversation analysis, and disseminating your research) to mirror the research process.
Recenzijas
"Applied Conversation Analysis: Social Interaction in Institutional Settings is an accessible, informative, and thoughtful read that I imagine students of many backgrounds in CA and qualitative methods will find useful as they develop their research acumen."
-- Kate Anderson "This is an invaluable introduction to doing an applied Conversation Analysis project. It takes novice researchers through the key principles and methods of the approach in an engaging and sense-making way." -- Michelle Lefevre
| Preface |
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vii | |
| Acknowledgments |
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xi | |
| About the Authors |
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xiii | |
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PART I CONTEXT AND PLANNING |
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Chapter 1 Introducing Conversation Analysis |
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3 | (22) |
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Chapter 2 Examining the Basic Principles of Conversation Analysis |
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25 | (24) |
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Chapter 3 Planning Applied Conversation Analysis Research |
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49 | (26) |
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Chapter 4 Engaging With the Ethics of Doing Research in Institutional Settings |
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75 | (22) |
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PART II DOING A PROJECT USING APPLIED CONVERSATION ANALYSIS |
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Chapter 5 Planning and Preparing for Data Collection in Applied Conversation Analysis Research |
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97 | (26) |
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Chapter 6 Completing Transcription in Applied Conversation Analysis Research |
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123 | (28) |
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Chapter 7 Analyzing Data in Applied Conversation Analysis Research |
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151 | (20) |
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Chapter 8 Using Digital Tools to Support Applied Conversation Analysis Research |
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171 | (18) |
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Chapter 9 Establishing Quality in Applied Conversation Analysis Research |
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189 | (26) |
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PART III DISSEMINATING YOUR WORK |
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Chapter 10 Doing Applied Conversation Analysis Research in an Evidence-Based World |
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215 | (14) |
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Chapter 11 Disseminating Applied Conversation Analysis Research |
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229 | (22) |
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Chapter 12 Considering Empirical Examples of Applied Conversation Analysis Research and Future Directions |
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251 | (20) |
| References |
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271 | (16) |
| Index |
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287 | |
Jessica Lester is a Professor of Inquiry Methodology in the School of Education at Indiana University, Bloomington. Having been trained in cultural studies and qualitative research methodology, she takes an interdisciplinary approach to her scholarship, including both the methodological and substantive foci of her research program.
In her methodological work, Lester focuses on the study of language-based methods, digital tools in qualitative research, and disability in qualitative inquiry. Her substantive research has focused on examining interactional practices in clinical and educational contexts that involve children and youth.
Lester has received numerous awards for her scholarship, among them the 2014 AERA Division D Early Career Award in Measurement and Research Methodology, the 2018 APA Distinguished Early Career Contributions in Qualitative Inquiry Award, and the 2022 American Educational Studies Association Critics Choice Book Award. At Indiana University, Lester teaches qualitative methods courses and was recently recognized by the 2022 Gorman Distinguished Teaching Award.
Michelle OReilly (BSc [ hons], MSc, MA, PhD, PGCAPHE) is an Associate Professor of Communication in Mental Health at the University of Leicester and a Research Consultant for Leicestershire Partnership NHS Trust. Michelle is also a Chartered Psychologist in Health. Michelle has specific interest in child and adolescent mental health and has been investigating the relationship between mental health and social media as part of that work. Michelle has made several media contributions about the research with adolescents, educationalists, and parents, as funded by the Wellcome Trust. Additional to her research interests in mental health and social media, Michelle also undertakes research in self-harm and suicidal behaviour, neurodevelopmental conditions, and child mental health services, such as mental health assessments and family therapy. Michelle recently won the Anselm Strauss Award for Qualitative Family Research for her co-authored contribution on discursive psychology in this area. Michelle has expertise in qualitative methodologies and specialises in discursive psychology and conversation analysis.
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