Instructor: Kari
McBride
Office: Comm 110
Office Hours: M 2-3, F 10-11, and by
appointment
Phone: 621-7340
Email: kari@u.arizona.edu
Librarian: Ruth
Dickstein
Office: Main Library
Phone: 621-4866
Email: dicksteinr@u.library.arizona.edu
This course considers some epistemological assumptions underlying the research and theoretical projects of traditional disciplines and explores feminist adaptations and critiques of these assumptions. Students will also gain practical research skills using various information resources and indexes. As their final project for the course, students will write a proposal for a significant research project (like a thesis) informed by course readings and discussions.
The course structure is modeled on Carol Collier Kuhlthau's "Model of the Information Search Process," which tracks researchers' actions and affects through the research and writing process.
Required Books and Materials
Joseph A. Maxwell. Qualitative Research
Design: An Interactive Approach
Liz Stanley, ed. Feminist Praxis:
Research, Theory and Epistemology in Feminist Sociology
Electronic Reserve materials (require
a password)
A writer's handbook (Turabian, Chicago,
MLA, as appropriate to your field)
Zip disk
Course Requirements
Memos
20%
Response
to Guest Presentation
10%
Research
Overview (including annotated bibliography) 20%
Proposal
40%
In-class
presentation of Proposal
10%
The information search process is a complex process of construction in which students progress from uncertainty to understanding. Uncertainty, confusion, and frustration are associated with vague, unclear thoughts about a topic or problem. As thoughts become more clearly focused, students report increased confidence and feeling more sure, satisfied, and relieved.Maxwell=Qualitative Research Design
Carol Collier Kuhlthau
Stage 1: Initiation
The search process begins with the announcement of the research assignment, which frequently causes students to express feelings of uncertainty and apprehension.Jan 12: meet in Comm 108; move to Library 315
Carol Collier Kuhlthau
Stage 2: Selection
In the second stage of the search process students select topics to research. They frequently feel uncertain until they have made their choices and then express a brief elation after their selections.Jan 19: meet in Library 315Carol Collier Kuhlthau
Stage 3: Exploration
The third stage, when students explore information to learn about their topics, is often the most difficult. As they seek information, they are likely to become increasingly confused by the inconsistency and incompatibility they encounter among different sources and with their own preconceived notions. Feelings of doubt concerning their topics are prevalent, as well as doubt in their ability to do the assignment well . . . .Jan 26: Library 315Carol Collier Kuhlthau
Stage 4: Formulation
The fourth stage, when students form a focus from information on the general topic, is the critical point in the search process. The focus is a personal perspective, an angle or hypothesis, that is developed from reading and reflecting on information gathered about a general topic. As a focus is formed, feelings shift from confusion and doubt to optimism and confidence.Feb 2: Science Library 308
Carol Collier Kuhlthau
Feb 9 Social Sciences 224
For class: Read Maxwell
49-85; Stanley 123-55.
Memo 4: Using (loosely) Exercise
4.1 in Maxwell (pp. 61-2), formulate working research questions.
In class: Bring disk to class.
Share research questions, plans, challenges. Review: critical reading techniques;
annotated bibliographies. Research skill: manipulating statistics. Guest
presenters: Diana Rempe-Cetas.
Stage 5: Collection
In the fifth stage, students collect information on their focused view of the topic rather than on all aspects of the topic in general. Although they realize the considerable amount of work ahead at this point they have more confidence, a sense of direction, and frequently experience an increased interest in their projects. The focus serves as a controlling idea for gathering information and directing the search.Feb 16 Harvill 315 (rest of semester)Carol Collier Kuhlthau
Feb 23
For class: Read Stanley
251-73; Rivero, "Colored
Ambiguities." (I have also put two other articles by Rivero online:
"The
'Other's Others'" and "From
Immigrants to Ethnics.") Read Kennedy.
Complete annotated bibliography.
Memo 6: Where are you in Kuhlthau's
research process (perhaps more than one place?).
In class: Turn in annotated
bibliography. Assignment of Research Overview.
Share memos. Guest presenters: Eliana Rivero (resondant: Jessica Turk),
Liz Kennedy (respondant: Sarah Dougherty).
Mar 1
For class: Begin work
on Research Overview. Review Stanley 20-60. Read McDaniel;
Wildner-Bassett;
(RES).
For those of you interested in chaos
theory and complexity,, you might also want to explore web sites on Wildner-Bassett's
class web site for Planet
Xeno, as well as sites on Chaos
Theory and Fractals, Chaos
Theory and Everyday Life, Online
Chaos Course, Society
for Chaos Theory, Adapting
Science to Chaos, The
Web and Chaos Theory, Chaos
and Complexity Theory Without Math.
Memo 7: How do feminist "method,
methodology, and epistemology" inflect your project? How is your project
an example of "feminist praxis"?
In class: Return annotated bibliographies.
Guest presenters: Karen Anderson (respondant: Jennifer Trinkle), Mary Wildner-Bassett
(respondant: Erika Giesen); Judith McDaniel (respondant: Mary Speidel).
Mar 8
For class: Complete Research
Overview. Read Maxwell 86-137; MacCorquodale
(RES); Croissant
(RES); Forsythe
(RES).
Memo 8: Are you still looking
for a particular body of research literature? One article? If you could
have your wish, what piece of information would you discover tomorrow?
Do you have enough? What is enough?
In class: Assignment of Proposal.
Guest presenters: Patricia MacCorquodale (respondant: Gloria McMillan and
Dawn Collins), Jennifer Croissant (respondant: Meredith Trauner).
Mar 15: Spring Break
Stage 6: Preparation and Presentation
The sixth stage of the search process prepares students to write. As closure approaches, they draw the search to an end, frequently noting diminishing relevance and increasing redundancy in the sources of information they encounter.Mar 22Carol Collier Kuhlthau
Mar 29
For class: Continue work
on Proposal.
Memo 10: Focus/topic of your
choice.
In class: Discussion. Guest
presenters: Barbara Atwood (respondant: Shefali Desai), Heather Mikolaj
(respondant: Dawn DeToro).
Apr 5
For class: Complete first
version of Proposal.
In class: Exchange first versions
of final project. Guest Presenters: Judy Burgoon (?) (respondant: Alison
Smillie); Ruth Dickstein (respondant: Ed McKinnon).
Apr 12
For class: Comment on partner's
first version.
In class: Return partner's first
version. Formal 15-minute presentations of research projects.
Apr 19
For class: Continue work on
Proposal.
In class: Formal 15-minute presentations.
Apr 26
For class: Continue work on
Proposal.
Memo: Reflection on the research
process.
In class: Formal presentations.
May 3
For class: Complete Proposal.
In class: Lunch? Turn in final
projects. Evaluations.