1. Content Analysis: Overview ShinDig Webinar, March 15, 2018, 7 p.m. EDT
Liz Johnston, Ed.D.
Erik Bean, Ed.D.

2. Agenda Overview Introductions, Liz, Erik
Content Analysis Rigor: Reliability
Content Analysis Design, Quantitative, Qualitative
Examples
Resources
Questions
10:40 – 12:00

3. Content is Everywhere
Technology and observations

4. Overview of Content Analysis
MOST USED FOR COMPARING OR BENCHMARKING MEDIA CONTENT IN THE HUMANITIES FIELDS
Quantitative Content Analysis: instances of words, images, measurements, and published pieces, for example, are counted and compared to one another based on size, frequency, prominence (how likely they would be seen by the target audience) and by whatever research question is posed. 
Qualitative Content Analysis: inductive reasoning for meaning as well as size, frequency, and prominence

5. Flexibility
“For every question of interest: a universe of textual data exists from which a representative sample can be drawn”(p.14, Stepchenkova, Kirilenko, &  Morrison)
Destination Images analyzed for meaning in tourism research
Stepchenkova, S., Kirilenko, A.,   Morrison, A. Facilitating Content Analysis in Tourism Research. SAGE Secondary Data Analysis. SAGE Publications Ltd. London: SAGE Publications Ltd.

6. We Are Available to Help
Dr. Bean and Dr. Johnston are happy to assist those who may need help :
Developing a rigorous coding book of definitions which must be in place before any analysis starts.
Thinking about design possibilities.
Finding texts you might find useful.

7. Methodologist Introduction: Liz Johnston, Qualitative Content Analysis
Dissertation: observations of frequency.
I learned content analysis in application.
I read methodologists and published articles
I had some good coaches that I could call on during the process. Dr. Kebritchi was one!

8. Methodologist Introduction: Erik Bean, Quantitative Content Analysis
I was taught content analysis under the tutelage of Stephen Lacy, Ph.D., Michigan State University Professor of Economic journalism, prolific, and noted method author.
Much of the success relies on operationalizing key terms and developing a rigorous coding book of study definitions.
Used in journalism, social sciences when documenting size, prominence, and instances.

9. Content Analysis Design: Quanti, Qualti
Top Down-Deductive-start with a principle and apply
Bottom Up-Inductive-begin with the data and develop a principle

10. Qualitative Rigor/Credibility
Qualitative Credibility: Logical consistency between:
Theory derived from the literature.
Design is aligned with research question.
Visibility promotes credibility:
-- Broad sample selection with limits explained
-- Purposive sampling-select individuals with knowledge of research topic
Detailed, explicit procedures for collecting and analyzing data:
-- Member checking or other steps Inter-rater reliability/piloting (Twining, 2017).
Twining, P. (2017) Some guidance on conducting and reporting qualitative studies Computers & Education;106.

11. Content Analysis: Design Capacity and Advantages
Flexible design- analysis of human communication (often public)
Stands alone
Combines with other designs
Flexible access
Visual as well as verbal analysis
Access to hard to reach populations
Unobtrusive

12. Content Analysis: Design Capacity and Advantages
Uses available data:
What has already been published?
Examples-posters on a wall
Newspaper articles
Blogs
Letters or s
Anything that indicates direct or indirect traces of human communication

13. Quantitative Example:
Destination images in tourism research
Combined inductive and deductive approaches
Data collection through interviews, surveys
Coding dictionaries
Frequency counts
Statistical analysis based on word matrix
Stepchenkova, S., Kirilenko, A.,   Morrison, A. Facilitating Content Analysis in Tourism Research. SAGE Secondary Data Analysis. SAGE Publications Ltd. London: SAGE Publications Ltd.

14. Quantitative Examples Continued:
Bean, E. (2017). An academy customer experience benchmark observation. Internet Learning Journal, 5(1), Bean, E. (2015). Assessing the degree of homogeneous online teaching textbook Infancy from 1999 to 2007 using the immediacy principle. Internet Learning Journal, 4(1)

15. Qualitative Example Content Analysis within Case Study
RQ: How did school leaders construct meaning from spending the day shadowing a student?
Data sources: Blogs, policy documents, Interviews with school leaders.
Hartman, R., Johnston, E., & Hill, M., (2017) Empathetic design: A sustainable approach to school change. Discourse and Communication for Sustainable Education
SRQ 1: What experiences do school leaders share about their Shadow a Student Challenge that reflects on the pace and structure of the students learning experience?
SRQ2: What can be learned from students interactions (or lack thereof) in the classroom environment from the observations of the school leaders?
SRQ3: How did school leaders characterize reflective and innovative insights after shadowing a student for the day?

16. Mixed Method Example
A content analysis of the mission statements of colleges of engineering to map inductively derived codes with the Engineering Criteria (EC2000) outcomes and to test if any of the codes were significantly associated with institutions with reasonably strong representation of women.
Creamer, E. G., & Ghoston, M. (2013). Using a mixed methods content analysis to analyze mission statements from colleges of engineering. Journal of Mixed Methods Research, 7(2), doi: /

17. Convention Content Analysis Example:
RQ: What experiences do family members of people with dementia share about use of music?
Data Sources: 35 Family member comments posted at Music and Memory site
(Hsiu-Fang, H. & Shannon, S., (2005). Three approaches to qualitative content analysis. Qualitative Health Research.15 (9), doi: / )

18. Qualitative Unobtrusive Example:
Qualitative; unobtrusive and uses inductively derived coding:
Johnston, E., Rasmusson, X., Foyil, B., & Shopland P., (2017) Witnesses to transformation: Family member experiences providing individualized music to their relatives with dementia. Cogent Education. Taylor and Francis Publishing

19. Qualitative Unobtrusive Example:
The purpose of this study was to explore the experiences and gain a better understanding of young adults affected by cancer by examining their online narratives (also known as Web logs or blogs)
Conclusions: The Internet provides young cancer patients with a space in which to express themselves and to share experiences with those who are of similar age and in similar situations.
Kim, B., & Gilhma, D., (2013). The experience of young adult cancer patients described through online narratives. Cancer Nursing, 36(5) DOI: /NCC.0b013e318291b4e9

20. Resources
Creswell, J. W., Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed method research in social and behavioral research (pp ). Thousand Oaks, CA: Sage.
Hsiu-Fang, H., & Shannon, S. (2005) Three approaches to qualitative content analysis. Qualitative Heath Research. 15: , doi: /
Mayring, P. (2000) Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, [S.l.], v. 1, n. 2, june ISSN

21. Resources
Riffe, D., Fico, F., & Lacy, S. (2005). Analyzing media messages: Using quantitative content analysis in research (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Stepchenkova, S., Kirilenko, A.,   Morrison, A. Facilitating Content Analysis in Tourism Research. SAGE Secondary Data Analysis. SAGE Publications Ltd. London: SAGE Publications Ltd.
Twining, P. (2017) Some guidance on conducting and reporting qualitative studies. Computers & Education;106.
Yalçın, S., ÇiğdemY., & Dibek, M. (2015). Content analysis of papers published in educational journals with high impact factors. Education & Science / Egitim ve Bilim, 40(182), doi: /EB

22. NOTES
This article proposes a methodological approach to analyzing multiple files of textual data typical in tourism studies in a transparent, replicable, and effective way. The approach proceeds with data preparation, identification of key variables, obtaining the word-frequency matrix, and subsequent dimensional reduction of word-frequency data. Obtaining a matrix of word frequencies from multiple units of qualitative data allows more sophisticated statistical analyses of data and, ultimately, hypothesis testing. The approach uses an efficient combination of two computer programs, CATPAC and WORDER; however, the methodology is not dependent on this particular software tandem. Other programs that perform the same functions can be used, and the choice, as always, is with the researcher. The objective of the article is to show that the proposed methodology is firmly grounded in the theory and practices of content analysis and is both simple and efficient enough to facilitate statistical data analysis in tourism studies.

23. Questions? Content Analysis Method
Dr. Erik Bean (Quantitative Content Analysis) 
Dr. Liz Johnston (Qualitative Content Analysis)