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CHAPTER 8:
Chapter 8 talks about the final stages of an ethnographic project. The book refers to loads and loads of data, which I’m sure many, if ot all of us, have. We all understand the feeling of being overwhelmed by our data and putting it all together. Writing down a “draft” sounds like a good idea. I don’t know about calling it a draft though. It’s more like just a synopsis of your thoughts on how to compile all this information that you have acquired. Writing a “draft” just sounds like more work to add to the overwhelming feeling. I would suggest/ tell myself that I just need to write down my thoughts on the project thus far and see where I want to take it and how I want to portray the information to other people that have not done the extensive research I have in the recent months.
After I write down my message, in order to make it easy for others to understand, I think it’s a good idea to ask the questions stated on page 432. That helps me to understand what I am missing and how I can add to it to help someone else better understand the subject. Another good idea is letting someone else read your draft. This gets a true perspective from someone that has not done the research. I suggest letting one person from your study read the draft and one person who had nothing to do with your study read the draft. This gets the information correct and clear.
Revised Table of Contents:
1. In class notes (Brain storming)
a. Questions developed from class conversation
b. Notes over RJ2
c. To do list
d. My own answers to questions asked in class
e. WA3 notes
2. Fieldnotes
a. Audio in class
b. Computer programming
c. Story Slam
d. Writing Local History
3. Writing Handouts
a. WA1 Assignment
b. WA3 Assignment
c. Ethnography
d. Preparing for Research Proposal
e. Fieldnotes: A Guide for Researchers
f. FAQ
4. Assignments
a. WA1
b. WA1 Peer Review
c. WA1 Revised
d. RJ1
e. RJ2
5. In the field
a. Pictures
b. Survey
c. Questions
d. Permission Form
e. Other Questions
f. Responses
g. CC Roster
h. Fieldnotes over Workout Log
i. More fieldnotes
j. Other fieldnotes
k. Even more fieldnotes
l. Some more fieldnotes
m. Even some more fieldnotes
6. Final Assignments
a. CC Jargon
b. WA4 CD(Draft of final media project)
c. Codes
d. Table of Contents
So far, I have acquired alot of information from the cross country team here at the university. There is alot of information that I will include in my final project but there is also alot of information that I will not and can not really include in my final project. Most of the information I have has been useful along the way if I am not using it in my final project, but I have to admit that a bit of it was useless. But all in all, it gave me options if I wanted to take my project in another direction to do so since I did have other information.
The information that I do have has not gotten me where I originally planned to be when I started out this project. My original idea was to produce a representation of how cross country runners use literature to build skills that they use in running and how they refer back to those resources in order to keep building on their athletic skills. Basically how body literacy connects with traditional literacy. It then transformed into being a project about how those pieces of literature motivate these people to run. I thought this would be a good idea because the first project may be hard to understand for people that are not athletes (I found this out when I introduced my idea to other people and I thought it’d be too confusing and difficult to portray the message that I wanted to put out there.) I thought this would be better because motiavation is something everyone can understand and most people do wonder why anyone would go out and run for an hour, longer than many people are willing to even drive. I was trying to put this idea in terms of literacy and was trying to get outcomes like “this Bible is something I look to,” or “when I read articles on this website it informs me on how I can train in order to better myself, and it motivates me to go out and run and apply those things I just learned.” Although I did get some good answers, most of these things that they named were intangible. This is not what I expected. When I looked deeper into it, I could make the connection between these intagible things and some literary pieces. I found that many of the athletes had not made a connection between the motivation that they named and the literature they use to supplement it. They were very interested in this connection once I pointed it out. They were also very excited to answer my survey because they saw it as a way to evaluate themselves and see in fact why they do what they do. So, my survey about literacy and motivation turned into a type of motivation itself. That was somewhat rewarding.
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