This document discusses a study exploring naming behavior in personal digital image collections on Pinterest. The study analyzed over 700 pin names from Pinterest to examine how individual image curators name pins within their collections. It found that pin names often require cultural knowledge to understand and frequently employ wordplay and language games. Over a third of names were difficult to comprehend without the accompanying image. The names also often incorporated puns, word art, and other creative linguistic techniques. The study provides insight into how social image collectors name and organize their personal collections in an online environment.
The document provides information about the upcoming Grade 5 unit at the Canadian International School in Hong Kong. The unit's central idea is that people and places have histories that can be uncovered and interpreted through various sources. To kick off the unit, students went on a field trip to Happy Valley Cemetery to find ways to answer questions about Hong Kong's history. They will discuss their findings next week. The unit aims to help students understand how history is known and interpreted from different perspectives. It also provides details about various activities, assessments, enduring understandings and unit highlights.
This document outlines the requirements for a two-part technology project on fairy tales. In part one, students must research different versions of a fairy tale, finding at least three versions from different points of view. They write about the title, author and differences from the traditional version. In part two, students create their own version of the fairy tale from a new character's perspective using Storybird, illustrating and writing an 8-14 page story. The project is due on December 11th and meets various technology and language arts standards through research, creativity, and writing from a different point of view.
International Reading Association presentation on Deaf Characters in Adolesce...Sharon Pajka
This document provides an overview of Sharon Pajka-West's research on portrayals of deaf characters in adolescent literature. The research questions examine whether deaf characters are presented culturally or pathologically, whether readers prefer deaf or hearing authors, and how deaf and hearing readers perceive deaf characters. The study analyzed 6 books with deaf main characters, with content analysis and reader response surveys. Findings included that hearing authors presented deaf characters more culturally while deaf authors included more pathological aspects. Readers overall preferred books by hearing authors and perceived deaf characters in various ways such as "the normal curious kid" or "the advocate." The study aims to increase awareness of this literature genre.
The document provides tips for writing feature articles, including developing a theme, conducting research, structuring the piece with a beginning, middle and end, using appropriate details, conducting interviews, using quotes, paying attention to syntax and language, and enjoying the writing process. It also discusses using timelines, individual stories, and thematic spines to structure a narrative.
This document outlines a study on how people use language when naming images and boards in their personal collections on Pinterest. The study will analyze how names assigned by Pinterest users correspond to established frameworks for image categorization. It is hypothesized that board names will rely more on factual information, while pin names will incorporate more specialized knowledge. Data collection and analysis methods are described to understand this naming behavior and its implications for designing large image collections.
This document discusses different genres of multimedia scholarship including argumentation, essayistic, narrative, annotation/citation, and spatial arguments. It provides examples of projects that fall under each genre. The document concludes with criteria for assessing multimedia projects which include evaluating the conceptual core, research core, form and content, and creative realization. The longterm goals are also outlined as emphasizing research competency, integrating with other scholarly practices, and facilitating transdisciplinarity, multiple perspectives, cultural relevance, and technological innovation.
Questionnaire On Catering For Diversity EssayKaren Oliver
The document provides information about Maggie Frey, a British novelist known for paranormal fantasy thriller series. Due to being born with a rare heart condition, she was never physically active as a child but was inspired by the legends and lore of Northumberland, England where she was born and raised. The setting provided inspiration for her fantasy novels. Her books combine elements of mystery, history and magic woven into modern day stories. While her books are popular with adults, she aims to write stories that can be enjoyed by both young adults and adults.
Names have complex cultural, historical, and personal meanings that require nuanced analysis. An essay on this topic must navigate linguistic, anthropological, and psychological perspectives to understand what names encapsulate. It also needs to consider the diversity of naming conventions globally to avoid overgeneralizations. Exploring the historical evolution of naming practices adds another layer of complexity, as names reflect societal norms and power structures over time. Crafting a coherent essay demands balancing objective analysis with subjective personal experiences to offer a comprehensive perspective on the intricate meanings associated with names.
The document provides information about the upcoming Grade 5 unit at the Canadian International School in Hong Kong. The unit's central idea is that people and places have histories that can be uncovered and interpreted through various sources. To kick off the unit, students went on a field trip to Happy Valley Cemetery to find ways to answer questions about Hong Kong's history. They will discuss their findings next week. The unit aims to help students understand how history is known and interpreted from different perspectives. It also provides details about various activities, assessments, enduring understandings and unit highlights.
This document outlines the requirements for a two-part technology project on fairy tales. In part one, students must research different versions of a fairy tale, finding at least three versions from different points of view. They write about the title, author and differences from the traditional version. In part two, students create their own version of the fairy tale from a new character's perspective using Storybird, illustrating and writing an 8-14 page story. The project is due on December 11th and meets various technology and language arts standards through research, creativity, and writing from a different point of view.
International Reading Association presentation on Deaf Characters in Adolesce...Sharon Pajka
This document provides an overview of Sharon Pajka-West's research on portrayals of deaf characters in adolescent literature. The research questions examine whether deaf characters are presented culturally or pathologically, whether readers prefer deaf or hearing authors, and how deaf and hearing readers perceive deaf characters. The study analyzed 6 books with deaf main characters, with content analysis and reader response surveys. Findings included that hearing authors presented deaf characters more culturally while deaf authors included more pathological aspects. Readers overall preferred books by hearing authors and perceived deaf characters in various ways such as "the normal curious kid" or "the advocate." The study aims to increase awareness of this literature genre.
The document provides tips for writing feature articles, including developing a theme, conducting research, structuring the piece with a beginning, middle and end, using appropriate details, conducting interviews, using quotes, paying attention to syntax and language, and enjoying the writing process. It also discusses using timelines, individual stories, and thematic spines to structure a narrative.
This document outlines a study on how people use language when naming images and boards in their personal collections on Pinterest. The study will analyze how names assigned by Pinterest users correspond to established frameworks for image categorization. It is hypothesized that board names will rely more on factual information, while pin names will incorporate more specialized knowledge. Data collection and analysis methods are described to understand this naming behavior and its implications for designing large image collections.
This document discusses different genres of multimedia scholarship including argumentation, essayistic, narrative, annotation/citation, and spatial arguments. It provides examples of projects that fall under each genre. The document concludes with criteria for assessing multimedia projects which include evaluating the conceptual core, research core, form and content, and creative realization. The longterm goals are also outlined as emphasizing research competency, integrating with other scholarly practices, and facilitating transdisciplinarity, multiple perspectives, cultural relevance, and technological innovation.
Questionnaire On Catering For Diversity EssayKaren Oliver
The document provides information about Maggie Frey, a British novelist known for paranormal fantasy thriller series. Due to being born with a rare heart condition, she was never physically active as a child but was inspired by the legends and lore of Northumberland, England where she was born and raised. The setting provided inspiration for her fantasy novels. Her books combine elements of mystery, history and magic woven into modern day stories. While her books are popular with adults, she aims to write stories that can be enjoyed by both young adults and adults.
Names have complex cultural, historical, and personal meanings that require nuanced analysis. An essay on this topic must navigate linguistic, anthropological, and psychological perspectives to understand what names encapsulate. It also needs to consider the diversity of naming conventions globally to avoid overgeneralizations. Exploring the historical evolution of naming practices adds another layer of complexity, as names reflect societal norms and power structures over time. Crafting a coherent essay demands balancing objective analysis with subjective personal experiences to offer a comprehensive perspective on the intricate meanings associated with names.
HUM 200 Project Part One: Exploration Document Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part One, you will demonstrate your mastery of the following course outcomes:
Illustrate the impact of the humanities on personal and professional experiences
Select appropriate and relevant resources in the humanities in investigating expressions of human creativity
Communicate effectively to specific audiences in examining fundamental aspects of human culture
Apply essential principles of the humanities in exploring major themes of human culture and creativity
Prompt
Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and
sculpture, and so on. Then, identify a common theme and compare your examples to one another as expressions of the same theme in different cultural
artifacts. Chapters 3 through 6 in the Soomo webtext will walk you through this process.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II.
Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
1
III. Explain how the theme you identified is related to your personal experience. ...
From TeacherTo assist you with preparing the Week 7 assignment.docxhanneloremccaffery
From Teacher
To assist you with preparing the Week 7 assignment, I am providing a few additional resources. Attached is a slide deck I created on coding textual data, and below are links to a video on coding and an article on identifying themes in qualitative data. Also, some learners find the Week 8 lecture helpful to this assignment, so I have attached it here as well.
As you prepare this assignment, closely follow the directions in the PSY 850 Assignments Document. Because it asks you to inductively code the data, I will expect to see that each of you have developed your own codes and themes. That means do not use the codes and themes from the Clark and Springer (2007) article. However, you should compare and contrast your findings with theirs in the recommendations section.
Submit one paper in APA format with the required subsections delineated in the Assignments Guide: Introduction, Sample, Instruments, Data Analysis, Results, and Recommendations. Include a references list. You must complete all three tables in the Tables for Assignment 7 document and include those tables as an Appendix in your document. Do not submit them as a separate document nor embed them within the text of the paper.
Please use this space to ask additional questions about the assignment.
Thanks and happy coding,
Paula
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
GCU Recommended article on Techniques to Identify Themes in Qualitative Data
http://www.analytictech.com/mb870/Readings/ryan-bernard_techniques_to_identify_themes_in.htm
Attached FilesPSY-850-L8.pdfCoding Textual Data.pptx
Dr. Paula Thompson
Senior Doctoral Adjunct Chair
College of Doctoral Studies
[email protected]
Schedule meetings with me at: http://meetme.so/PaulaThompson
problem12.13
Techniques to Identify Themes in Qualitative Data
Gery W. Ryan
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
H. Russell Bernard
Department of Anthropology
1350 Turlington Hall
University of Florida
Gaineville, FL 32611
Key Words: Theme Identification, Exploratory Analysis, Open Coding, Text Analysis, Qualitative Research Methods
Abstract
Theme identification is one of the most fundamental tasks in qualitative research. It also one of the most mysterious. Explicit descriptions of theme discovery are rarely described in articles and reports and if so are often regulated to appendices or footnotes. Techniques are shared among small groups of social scientists and are often impeded by disciplinary or epistemological boundaries. During the proposal-writing phase of a project, investigators struggle to clearly explain and justify plans for discovering themes. These issues are particularly cogent when funding reviewers are unfamiliar with qualitative traditions. In this article we have outlined a dozen techniques that social scientists have used to discover themes in texts. The techniques are drawn from across epistemological and disciplinary boundaries. They ...
HUM 200 Project Part One Rough Draft Guidelines and Rubric
Overview: Now that you have chosen your artifacts and identified the common theme, you will develop a draft of your exploration document. Over the course
of Theme: Examining the Humanities and Theme: Impact of the Humanities, you will walk through each step in the Soomo webtext and have an opportunity to
incorporate instructor feedback before submitting your final version of the exploration document at the end of Theme: Impact of the Humanities.
Prompt: Analyze your two chosen artifacts. Then, identify a common theme and compare your examples to one another as expressions of the same theme in
different cultural artifacts. To document your analysis and research, you will develop a reference list. In preparation for the presentation you will develop in
Theme: Human Culture, you will also consider how you would present your research to a specific audience.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II. Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
III. Explain how the theme you identified is related to your personal experience. For instance, you could discuss how the expression of the theme in your
cultural artifacts is connected to you personally.
IV. Discuss a profession that could be impacted by the theme you identified. In other words, how is the theme you identified related to professional
experiences? How could a working knowledge of the humanities be useful in this field?
V. Describe at least three humanities resources that you could use to investigate your theme and artifacts. Your sources must be relevant to your theme
and of an appropriate academic nature. In your description, consider questions such as the following: What are the similarities and differences in the
content of your sources? What makes them appropriate and relevant for investigating your issue? What was your thought process when you were
searching for sources? How did you make choices? Did you encounter any obstacles and, if so, how did you overcome them? If you did not, why do you
think it was so easy to find what you needed?
VI. Use the humanities resources that you selected to research your theme and cultural artifacts, making sure that you cite your sources. Based on your
research, do the following:
A. Discuss the relationship between each cultural artifact and its historical context. In other words, what were the circumstances under which e ...
- Visual elements and arrangements in a text can perform persuasive work by appealing to things like color, typography, and style to achieve the creator's goals (Main Point 1)
- The rhetoric used in a visual text cannot be separated from its social and cultural context, and must be interpreted with an understanding of that context (Main Point 2)
- Anne Wysocki argues that readers now expect visual aspects of texts on computer screens and paper to be considered part of the message due to technological changes (Main Point 3)
This document discusses proposals for organizing a book club discussion on ethnographic research methods. It provides four components for analyzing books discussed in the club: 1) a summary of main arguments, 2) context, research questions, methodology and findings, 3) contributions to the relevant discipline, and 4) remaining critical questions. Students then share their thoughts on issues from the readings, including generalizing results, negotiating subject positions, and representing culture in analysis.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
The relationship between text, illustrations and storyAmy De Martin
This document discusses using different communication systems in narratives to help students construct meaning. It provides two resources - the book "You and Me: Our Place" and the animated Aboriginal story "Spear" - to analyze visual, textual, and symbolic languages. Teaching strategies are outlined to explicitly teach how these resources address ACARA standards through questioning, think-pair-share activities, and having students create their own story using images from "Spear".
The relationship between text, illustrations and storyAmy De Martin
This document discusses using different communication systems in narratives to help students construct meaning. It provides two resources - the book "You and Me: Our Place" and the animated story "Spear" - to analyze visual, textual, and symbolic languages. Teaching strategies are outlined to explicitly teach students how authors use communication systems and to make connections between stories and their own lives. Students will analyze the resources, discuss different ways of storytelling, and create their own story using images from "Spear."
This unit plan outlines a 31-hour interdisciplinary unit focused on exploring indigenous perspectives from pre-colonization to present day. Students will analyze short stories, artifacts, and historical documents from multiple perspectives to challenge dominant social narratives. The unit aims to develop skills in literary analysis, historical thinking, and perspective taking. Formative assessments include story summaries and analysis of artifacts. The summative assessment tasks students with creating a museum exhibit proposal from the perspective of a curator to showcase indigenous narratives and histories.
This document provides an overview of a grade 5 unit of inquiry on people and places having histories that can be uncovered and interpreted through various sources. The unit will explore sources used to inquire into the past, ways to interpret sources to further understanding, and advantages and limitations of information forms. Students will develop thinking, communication, and research skills. They will learn to evaluate information and make judgements. The unit highlights hands-on learning experiences like an archaeology dig day, field trips, and art projects. Students will be assessed on their understanding of key concepts, skills, and ability to answer questions and conduct research.
The document discusses theories of embodied cognition and experience-based learning. It argues that cognition arises from the dynamic interaction between people and their physical environment. Thought and language are shaped by embodied experiences and activities. Meaning and learning are based on people's subjective experiences of their bodies in action. A social semantic server is proposed as a way to model learning from experiences, though it cannot fully represent how embodied creatures experience and think. The document also discusses Peirce's theories of signs and semiotics.
1) The document discusses using images to teach literacy skills in social studies. It explains how images can help students visualize concepts and aid in writing descriptions.
2) Several reasons are given for why images are important in learning, including faster brain processing of visuals and increased recall and knowledge retention when images are used.
3) A variety of strategies are presented for analyzing images, such as noting adjectives, nouns, verbs to describe what is seen and generating questions students may have. This helps students closely examine images and develop critical thinking.
The document provides instructions for an observation essay assignment. Students are asked to observe a group of people on at least two occasions, paying close attention to details of communication like location, appearance, sounds, and spoken words. They will then write a 5-7 page essay presenting an analysis of how the group communicates, who they communicate with, and what information they share. The essay should provide a detailed picture and evaluation of the group's communication methods based on qualitative and quantitative research from observations.
Journal Article Analysis Essay example
Analysis of Visual Text Essay
Textual Analysis Examples
Interpretation of the Text
Bible: Textual Analysis
Examples Of Genre Analysis
Literary Analysis Of Two Texts Essay
Global Warming Essay example
Textual Analysis Essay example
Textual Analysis Example
Text Analysis
Examples Of Semiotic Analysis
Media Text Analysis Essays
CHOSEN WEST SIDE STORY AND ROMEO AND JULIET COMMON.docxsdfghj21
The document provides guidance for drafting an exploration document that analyzes two cultural artifacts and the common theme between them. Students are instructed to: 1) Describe the two artifacts, including title, author, date, and cultural context. 2) Identify a common theme expressed in both artifacts. 3) Explain how the theme relates to personal experience. 4) Discuss how the theme relates to a specific profession. 5) Cite at least three humanities sources used to research the theme and artifacts.
This document discusses Walter Fisher's Narrative Paradigm theory and how it relates to social media narrativity. The key points are:
- The Narrative Paradigm theory views communication as storytelling and evaluates stories based on their narrative coherence and narrative fidelity.
- People naturally impose narrative interpretations on information and experiences. Learning involves creating narrative frames to organize new knowledge.
- On social media, individuals construct "narrative learning trails" by appropriating available resources and connecting them through links/shares. This allows for agency in determining knowledge.
- Readers on social media are assumed to be familiar with the topics or able to navigate unfamiliar spaces to engage with content.
1. The document discusses strategies for teaching early American history using primary sources and active learning techniques.
2. It provides examples of analyzing primary sources, such as having students evaluate a source using the SPACSS method to understand its purpose, argument, context, and significance.
3. Various active learning strategies are presented, like brainstorming, discussions, language arts integration, and assessments, to engage students in content learning.
This document discusses discourse analysis and provides examples analyzing texts related to an exhibit on ancient Egypt at a museum. It makes several key points:
1) Discourse analysis examines how language is used in real communication and how people draw on their knowledge of language.
2) Different materials can be analyzed through discourse analysis such as transcripts, written documents, and online communications.
3) Discourse is shaped by and helps shape the world, language, participants, prior discourse, its medium, and purposes. The exhibit texts are an example of this.
Slide strategies and genres in the english classesMACERC
The document discusses reading strategies for different genres in English classes. It provides a checklist of concepts of reading and examines reading as either an easy or complex process depending on one's role in interpreting a text. It then outlines various reading strategies such as having a purpose, skimming, scanning, using prior knowledge, comprehending verbal and non-verbal information, identifying cognates, cohesive links, and making inferences. Examples provided include analyzing magazine covers and reflecting on ideas from a researcher about digital natives and immigrants.
The document discusses Howard Gardner's theory of multiple intelligences. It proposes that instead of just linguistic and logical-mathematical forms of intelligence, there are eight different intelligences that account for a broader range of human potential. These include verbal/linguistic, logical-mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that schools and teaching should address and value all of these different intelligences.
This short note discusses plans for a birthday cruise in September where the writer will meet the recipient on the pier in Galveston, Texas. It wishes the recipient a happy birthday and references past enjoyable voyages.
HUM 200 Project Part One: Exploration Document Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part One, you will demonstrate your mastery of the following course outcomes:
Illustrate the impact of the humanities on personal and professional experiences
Select appropriate and relevant resources in the humanities in investigating expressions of human creativity
Communicate effectively to specific audiences in examining fundamental aspects of human culture
Apply essential principles of the humanities in exploring major themes of human culture and creativity
Prompt
Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and
sculpture, and so on. Then, identify a common theme and compare your examples to one another as expressions of the same theme in different cultural
artifacts. Chapters 3 through 6 in the Soomo webtext will walk you through this process.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II.
Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
1
III. Explain how the theme you identified is related to your personal experience. ...
From TeacherTo assist you with preparing the Week 7 assignment.docxhanneloremccaffery
From Teacher
To assist you with preparing the Week 7 assignment, I am providing a few additional resources. Attached is a slide deck I created on coding textual data, and below are links to a video on coding and an article on identifying themes in qualitative data. Also, some learners find the Week 8 lecture helpful to this assignment, so I have attached it here as well.
As you prepare this assignment, closely follow the directions in the PSY 850 Assignments Document. Because it asks you to inductively code the data, I will expect to see that each of you have developed your own codes and themes. That means do not use the codes and themes from the Clark and Springer (2007) article. However, you should compare and contrast your findings with theirs in the recommendations section.
Submit one paper in APA format with the required subsections delineated in the Assignments Guide: Introduction, Sample, Instruments, Data Analysis, Results, and Recommendations. Include a references list. You must complete all three tables in the Tables for Assignment 7 document and include those tables as an Appendix in your document. Do not submit them as a separate document nor embed them within the text of the paper.
Please use this space to ask additional questions about the assignment.
Thanks and happy coding,
Paula
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
GCU Recommended article on Techniques to Identify Themes in Qualitative Data
http://www.analytictech.com/mb870/Readings/ryan-bernard_techniques_to_identify_themes_in.htm
Attached FilesPSY-850-L8.pdfCoding Textual Data.pptx
Dr. Paula Thompson
Senior Doctoral Adjunct Chair
College of Doctoral Studies
[email protected]
Schedule meetings with me at: http://meetme.so/PaulaThompson
problem12.13
Techniques to Identify Themes in Qualitative Data
Gery W. Ryan
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
H. Russell Bernard
Department of Anthropology
1350 Turlington Hall
University of Florida
Gaineville, FL 32611
Key Words: Theme Identification, Exploratory Analysis, Open Coding, Text Analysis, Qualitative Research Methods
Abstract
Theme identification is one of the most fundamental tasks in qualitative research. It also one of the most mysterious. Explicit descriptions of theme discovery are rarely described in articles and reports and if so are often regulated to appendices or footnotes. Techniques are shared among small groups of social scientists and are often impeded by disciplinary or epistemological boundaries. During the proposal-writing phase of a project, investigators struggle to clearly explain and justify plans for discovering themes. These issues are particularly cogent when funding reviewers are unfamiliar with qualitative traditions. In this article we have outlined a dozen techniques that social scientists have used to discover themes in texts. The techniques are drawn from across epistemological and disciplinary boundaries. They ...
HUM 200 Project Part One Rough Draft Guidelines and Rubric
Overview: Now that you have chosen your artifacts and identified the common theme, you will develop a draft of your exploration document. Over the course
of Theme: Examining the Humanities and Theme: Impact of the Humanities, you will walk through each step in the Soomo webtext and have an opportunity to
incorporate instructor feedback before submitting your final version of the exploration document at the end of Theme: Impact of the Humanities.
Prompt: Analyze your two chosen artifacts. Then, identify a common theme and compare your examples to one another as expressions of the same theme in
different cultural artifacts. To document your analysis and research, you will develop a reference list. In preparation for the presentation you will develop in
Theme: Human Culture, you will also consider how you would present your research to a specific audience.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II. Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
III. Explain how the theme you identified is related to your personal experience. For instance, you could discuss how the expression of the theme in your
cultural artifacts is connected to you personally.
IV. Discuss a profession that could be impacted by the theme you identified. In other words, how is the theme you identified related to professional
experiences? How could a working knowledge of the humanities be useful in this field?
V. Describe at least three humanities resources that you could use to investigate your theme and artifacts. Your sources must be relevant to your theme
and of an appropriate academic nature. In your description, consider questions such as the following: What are the similarities and differences in the
content of your sources? What makes them appropriate and relevant for investigating your issue? What was your thought process when you were
searching for sources? How did you make choices? Did you encounter any obstacles and, if so, how did you overcome them? If you did not, why do you
think it was so easy to find what you needed?
VI. Use the humanities resources that you selected to research your theme and cultural artifacts, making sure that you cite your sources. Based on your
research, do the following:
A. Discuss the relationship between each cultural artifact and its historical context. In other words, what were the circumstances under which e ...
- Visual elements and arrangements in a text can perform persuasive work by appealing to things like color, typography, and style to achieve the creator's goals (Main Point 1)
- The rhetoric used in a visual text cannot be separated from its social and cultural context, and must be interpreted with an understanding of that context (Main Point 2)
- Anne Wysocki argues that readers now expect visual aspects of texts on computer screens and paper to be considered part of the message due to technological changes (Main Point 3)
This document discusses proposals for organizing a book club discussion on ethnographic research methods. It provides four components for analyzing books discussed in the club: 1) a summary of main arguments, 2) context, research questions, methodology and findings, 3) contributions to the relevant discipline, and 4) remaining critical questions. Students then share their thoughts on issues from the readings, including generalizing results, negotiating subject positions, and representing culture in analysis.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
The relationship between text, illustrations and storyAmy De Martin
This document discusses using different communication systems in narratives to help students construct meaning. It provides two resources - the book "You and Me: Our Place" and the animated Aboriginal story "Spear" - to analyze visual, textual, and symbolic languages. Teaching strategies are outlined to explicitly teach how these resources address ACARA standards through questioning, think-pair-share activities, and having students create their own story using images from "Spear".
The relationship between text, illustrations and storyAmy De Martin
This document discusses using different communication systems in narratives to help students construct meaning. It provides two resources - the book "You and Me: Our Place" and the animated story "Spear" - to analyze visual, textual, and symbolic languages. Teaching strategies are outlined to explicitly teach students how authors use communication systems and to make connections between stories and their own lives. Students will analyze the resources, discuss different ways of storytelling, and create their own story using images from "Spear."
This unit plan outlines a 31-hour interdisciplinary unit focused on exploring indigenous perspectives from pre-colonization to present day. Students will analyze short stories, artifacts, and historical documents from multiple perspectives to challenge dominant social narratives. The unit aims to develop skills in literary analysis, historical thinking, and perspective taking. Formative assessments include story summaries and analysis of artifacts. The summative assessment tasks students with creating a museum exhibit proposal from the perspective of a curator to showcase indigenous narratives and histories.
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https://ml.dssconf.pl/user.html#!/lecture/DSSML24-041a/rate
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Starting from January 2024, the full weekly and monthly reports will only be available for free to VCOSA members. To access the complete weekly report with figures, charts, and detailed analysis of the cotton fiber market in the past week, interested parties are kindly requested to contact VCOSA to subscribe to the newsletter.
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1. TAMI SUTCLIFFE
OCTOBER 17, 2014
Exploring naming behavior in personal digital image collections
1
THE ICONOLOGY
& LANGUAGE GAMES
OF PINTEREST
2. TAMI SUTCLIFFE 2
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
COLLECTING MATERIAL MEMORIES
We seem to need to represent and preserve
our thoughts, experiences and memories.
The urge to collect images and words
reflecting aspects of our individual selves
is powerful.
Representative illustrations, likenesses and
written language become material
remembrances.
Robert Cornelius, head-and-shoulders [self-]portrait,
facing front, with arms crossed: Approximate quarter
plate daguerreotype, 1839 [Oct. or Nov.]. LC-USZC4-
5001 DLC
T. Austen of Rochester, April 15th, 1770 : manuscript, 1770-
1782. MS Eng 613. Houghton Library, Harvard University,
Cambridge, Mass.
3. TAMI SUTCLIFFE 3
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
MODERN EXAMPLES: COLLECTING MATERIAL MEMORIES
Personal collections:
privately expressive documents
• Greek hypomnema (personal notebooks)
• Italian zibaldone (hodge-podge) books
• 17th century commonplace books
• Photo albums
• Family bibles
• Daily diaries
• Scrap books
Public collections:
culturally valued images
(a) Artistic archives
(presumed didactic value)
• museum collections
(b) Commercial commodities
(purchased for a specific audience)
• corporate graphic art archives
• municipal police mug shot catalogs
4. TAMI SUTCLIFFE 4
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
MODERN EXAMPLES: COLLECTING MATERIAL MEMORIES
Personal collections:
privately expressive documents
• Greek hypomnema (personal notebooks)
• Italian zibaldone (hodge-podge) books
• 17th century commonplace books
• Photo albums
• Family bibles
• Daily diaries
• Scrap books
WHAT IS
PINTEREST?
http://www.pinterest.co
m
• Free web site
• Open invitations
began in 2012
• Millions of people
actively “pin”
• Sessions average 40
minutes
• “Social collecting”
site (Zarro & Hall)
5. TAMI SUTCLIFFE 5
SOCIAL COLLECTING =
USER/CURATORS
•Create and manage personal image
collections
•User-centered perspective
•Cataloger role = patron role
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
6. TAMI SUTCLIFFE 6
STATEMENT OF THE PROBLEM
• Institutional gatekeepers of large image
collections are trained in official naming
conventions.
• Large public digital image collections outside of
institutional control are a reality.
• Behaviors of individual social image collectors
have yet to be studied in the online environment.
This project examines the behavior of individual
image user-curators as they construct pin names
within their personal digital image collections.
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
7. TAMI SUTCLIFFE 7
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
HOW ARE PINTEREST NAMES DIFFERENT?
How do the collaborative descriptors in Pinterest’s
social user curation differ from
controlled vocabularies
(traditional taxonomy/ontology systems )
or
user-generated tags
(folksonomies) ?
• Any pin name can be "blank" [untagged]
• Pin renaming is uncontrolled and instant
• Reliability in re-searching is diminished
• All pin names are DIY
• Uncontrolled text = imprecision, overlap,
duplication, ambiguity, erroneous identification
• Visual browsing can be more efficient than text
inquiries.
8. TAMI SUTCLIFFE 8
OBSERVABLE NAMING BEHAVIORS
IN PINTEREST
Names become part of the meaning behind the
concepts being staged:
• Puns
• Word art
• Alliteration
• Malapropisms
• Spoonerisms
• Obscure words
• Rhetorical excursions
• Oddly formed sentences
• ASCII art
• Emoticons
• Double entendres
• Unique uses of upper/lower case fonts
• Coded abbreviations
• Creatively malformed sentence/word phrases
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
9. TAMI SUTCLIFFE 9
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Semantic Analysis of Pin Names
Blair emphasizes one of Wittgenstein’s central premises: words and their understood
meanings are directly connected with the activity in which the word use occurs. “Meaning and
grammar are not independent in natural language. Language does not operate as a kind of
calculus.” (p. 137)
To discover how meaning and grammar might be connected to specific pin names, a range of high
level semantic analysis tools were used. In this project, each pin name was considered in terms of
surface grammar, including whether or not the use of the words seemed to be under “normal
circumstances”, whether a grammatically correct pin name became meaningless without its
attendant image, whether the pin name taken out of context became nonsensical or misleading,
whether the pin name shares a personal response to an image and whether the pin name comments
on the subject natter of the image. Applying these semantic analysis tools to the 720 collected pin
names produced a range of findings. The resulting research report includes the specific names
tabulated and a description of any found data patterns including any patterns of language games
present in the complete data set. The report is available in Appendix F.
10. TAMI SUTCLIFFE 10
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Expected Results
Based on observation, the collected pin names in this project were expected to correspond to a
widely dispersed variety of levels of the Panofsky/Rosch/ Shatford Layne matrix. Pinterest user-
curators were expected to reflect the disparate user population with a range of aesthetic and linguistic
interests, and the pin names created by this diverse group were expected to provide examples of
varying strata of meaning, approaches to language game creation, as well as demonstrating
diversified categories of abstraction.
It was expected that names which were factual, recognizable and did not require specialized
knowledge (the strongest positive correlation to Panofsky’s category of “Primary”) would occur most
often in pin names based on “Primary” search terms.
It was also expected that names which rely on a theme, a literary allusion, specialized knowledge,
formulas, allegories or other layers of meaning beyond the immediately factual and recognizable (the
strongest positive correlation to Panofsky’s category of “Secondary” ) would occur most often in pin
names based on “Secondary” search terms.
Intrinsic names (which required a more specialized cultural knowledge to decipher) included
symbolic, culturally specific, interpretive, historically defined or non-contextually defined words and
may indicate an attempt on the part of the user-curator to provide a relatively sophisticated message.
Names which were categorized as “intrinsic” were expected to be difficult (or impossible) to
understand when separated from their attendant images, and this category of name was expected to
make up a smaller percentage of overall names, since creating these meaning-dense names
presumably requires greater effort on the part of the user-curator
11. TAMI SUTCLIFFE 11
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Pin Name Distribution: Panofsky’s Strata of Subject Matter or Meaning
Expectations: The pins names collected in this study were harvested from search terms rooted
in Panofsky’s three strata of subject matter. This was done both to ensure a wide and balanced
spectrum of search terms, encompassing as broad a grouping of language types as possible,
while also attempting to verify Panofsky’s approach: three divisions of meaning are often
available in a cultural artifact, and a viewer can usually isolate at least one specific strata of
meaning from any given example.
It was expected that the names which resulted from a search on a specific strata would reflect a
similar level of meaning: names resulting from searching primary terms would probably have a
large proportion of primary names, while names resulting from searching secondary terms
seemed likely to include secondary-level meaning. Intrinsic names were expected to make up a
smaller percentage of overall names, since creating these meaning-dense names presumably
requires greater effort on the part of the user-curator.
12. TAMI SUTCLIFFE 12
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
6%
37%
57%
Panofsky's Strata of Subject Matter or Meaning:
Pin Name Assignments
Primary: [40 names of 716] “What is
depicted?” Natural subject matter,
described as factual forms of recognizable
objects and events. Generally easy to
visualize when removed from associated
images. Based on practical human
experiences.
Intrinsic: [263 names of 716] “What does
this mean?” Involves intuition, personal
psychology, and some knowledge of
cultural symbols. Difficult to visualize
without associated image.
Secondary: [413 names in 716] “What is
the story?” Requires some familiarity with
historical conditions related to the
associated image. Neither primary nor
intrinsic. Tends to include specific themes,
concepts, stories or allegories.
13. TAMI SUTCLIFFE 13
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Findings - Primary names: Although one third of all triggering search terms were considered
primary, less than ten percent of all names collected met the criteria of the primary strata.
Contrary to expectations, only 6% of the collected names in this project described natural or
factual subject matter requiring little or no specific cultural knowledge on the part of the reader
(the ‘primary’ strata.)
This suggests that one characteristic of naming activity in Pinterest may be the user-curators urge
to supply more than the bare minimum of information in pin names, regardless of the subject
matter. This finding implies that user-curators appear to be willing to create names with some
depth of meaning or at least avoid reverting to the most primitive default of a primary object
noun, even when the pin subject is relatively simple. This finding seems to contrast behavior on
Pinterest with other social image sites, particularly Flickr, where non-user-created, generic default
image labels predominate. Pinterest user-curators observed in this project seem to include more
than just the basics, and they do this despite the complexity of the pin image content.
14. TAMI SUTCLIFFE 14
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Findings - Intrinsic names: More than a third of all names collected in this project (37%) require
in-depth knowledge of the culture and environment which produced both the name and the image
(the intrinsic strata.) In fact, names designated as intrinsic were generally difficult or impossible for a
reader to visualize without the associated image: 263 of 716 names required a degree of intuition,
personal psychology, familiarity with related cultural symbols and/or insight on the part of the reader
to make any sense of the name, and significantly more effort when the associated image was not
available to add context.
The complexity of the names in the intrinsic strata suggests that user-curators may be investing
thought and creativity in the process of naming their pins, and may be evolving new surface
grammar rules during the collection process. The intrinsic selections had a high percentage of names
which were purely textual (quotes, puns, jokes, riddles), names which corresponded to few or none
of Rosch’s levels of categorical abstraction levels and names which did not follow traditional surface
grammar rules.
15. TAMI SUTCLIFFE 15
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Findings - Secondary names: The secondary strata contained more pin names that either the
primary or intrinsic strata.. More than half of the collected names (57%) were included as
requiring some specific cultural knowledge on the part of the reader to interpret. These names
tended to describe specific themes, concepts, stories or allegories. The majority of secondary
names collected (413 of the 716 ) required some familiarity or insight related to the associated
image.
16. TAMI SUTCLIFFE 16
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Rosch’s three levels of categorical abstraction
Patterns which emerged in the pin names collected in this project confirmed the expectations
related to Rosch’s three levels of categorical abstraction: Few image names had
characteristics of the generic superordinate category (‘furniture’). Significantly greater
numbers of primary pin names are assigned to basic level objects (‘chairs’) while
correspondingly similar numbers of secondary pin names fit into the more specific, detailed
subordinate levels
17. TAMI SUTCLIFFE 17
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Types of Pinterest language games
Story-telling: One of the language games used within the naming of Pinterest images involves the
act of telling a story. The language used for creating the pin name in this particular game formulates
“a story”, often use a variety if identifiable “parts” such as a first-person narrator, a setting,
background, audience, tone and time period.
Nonlinguistic Language Games
One of the most common subsets of language games played within Pinterest are nonlinguistic
language games, which contain words which may not be clearly understood outside of the involved
activity. “How do you like your salad?” is a question directly related to the non-linguistic language
game of ‘eating’ and might seem nonsensical outside of the activity of naming pins related to eating.
A characteristic of this kind of language game is that grammatically correct sentences does not
make sense outside of the given context.
“Family Resemblances” Within Pinterest Language Games
In describing the usefulness of language games as an analytical tool, Biletzki (2014) describes the
“rule-governed character of language.” While such “rules” within the naming of Pinterest images
are generally not the traditionally accepted systems of definitions and penalties associated with
other more traditional word-based games, there seem to be observable “family resemblances” in the
language choices made, which may reveal patterns of usage when examining the collected data set.
(p. 3.3) Two examples of family resemblances include using word or ASCII art and the preference
for numbered-list-type titles.
18. TAMI SUTCLIFFE 18
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Game Example 1 Example 2
puns
Absinthe Makes The Heart Grow Fonder What The Folk Art
word art
♪ ♫ Mozart's signature ❥ۣ--ڿڰ Blue Spring Water located in Numazu,
Shizuoka Prefecture near Mt.
alliteration Poor Man’s Pedal-Powered Porsche Roman rain rills
malapropisms When life gives you lemons, make German pancakes. The most important thing in life is to be yourself.
Unless you can be Wonder Woman. Always be
Wonder Woman.
spoonerisms Spider-man: They told me I could be anything I wanted, so
I became a ballerina.
Actually, Money CAN Buy Happiness.
rhetorical excursions This is what I would like to be doing right now. Summer,
where art thou
I always do this when I'm swimming. And this was what I
was doing about 30 seconds before the jellyfish sting me.
Lucky it didn't get my face?
The Roman Forum, Rome, Italy ....I want to go
back! Ah, Lisa..this is for us sorella!
oddly formed
sentences
Put. A. Bird. On. It. Because, you can't have a perfect man picture
board without a picture of Jon Hamm.
ASCII art ∘∙≋❃☆❃≋∙∘ ☽ • ☯ • ☮ • ☻ • ☮ • ☯ • ☾
emoticons this makes me smile :) {♥} Bodhi Tree, Wat Yai Chaimongkol, Ayutthaya,
Thailand
double entendres Removing the parts that aren’t art playing cards with Nordic gods
unique uses of upper
and lower case fonts
With 4 Labs, that's Happiness X 4.
Dancing | swinging | jumping | jump | flying | man | ballet
dancer | graceful | light | floating
the old moon laughed + sang a song as they rocked
in their wooden shoe, + the wind that sped them all
night long ruffled the waves of dew.
malformed
sentence/word
phrases
the contrast kind of looks captain America as a business
man I really am feeling this look
textured old paint, a sturdy boat just waiting to
take me out on the water, a warm beach, sunny day
and summer....
abbreviations DIY bird feeder UFO sightings chart circa 1969
MOST COMMONLY OBSERVED LANGUAGE GAMES RELATED TO PIN NAMING IN PINTEREST
19. TAMI SUTCLIFFE 19
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
“Private” Language: Codes In Pinterest Names
Biletzki notes that words used in language games have to meet “public standards and criteria of
correctness” to be considered part of a working “game.” (p 62) Wittgenstein introduced the question of
“private” language in which “words … are to refer to what only the speaker can know - to his
immediate private sensations …” (PI 243), but Biletzki affirms that this kind of limited private usage
should not be considered a genuine, meaningful, rule-governed language. The limitations of such
private codes lies in their restricted scope among a wide body of users: “The signs in language can
only function when there is a possibility of judging the correctness of their use, “so the use of [a] word
stands in need of a justification which everybody understands” (PI 261). The image names collected in
this project appear to contain some examples of private codes, where the immediate linguistic
definition of the text is not apparent.
Nonsense: It is interesting to note that even among the most complex names at the intrinsic level, the
number of nonsensical names was relatively small. Since the intrinsic category was selected as the
default level for all non-textual names, including pure ascii entries and all word art, some loss of literal
meaning was expected in this strata. There were 50 names considered nonsense in the intrinsic strata of
263 names, more than in any other strata but still only 7% of the overall sample. None of the names
considered nonsensical were pure gibberish. All nonsensical names (aside from emoticons, word art
and ascii art) were either grammatical fragments or phrases which did not have an immediately
recognizable meaning. For example the name ‘LIFE | FLY’ is considered nonsensical, since no specific
meaning can be assigned to this name, but the letters do form recognizable English words and the
name was apparently created to assign meaning of some kind. to the associated image.
20. TAMI SUTCLIFFE 20
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
New Surface Grammar Construction
One specialized kind of Pinterest naming activity involves improvising new “surface” grammar rules. Surface
grammar usually applies to correct syntactic and semantic usage including spelling, word order and subject verb
agreement. Biletzki details how Wittgenstein’s language games allow users to shift the ‘normal’ requirements of
word or sentence construction to fit specialized circumstances. “Grammar, usually taken to consist of the rules of
correct syntactic and semantic usage, becomes the wider—and more elusive—network of rules which determine
what linguistic move is allowed as making sense, and what isn't.” (p. 3.5)
Primary Grammar: Perhaps not surprisingly, 75% of the resulting primary pin names (which described natural or
factual subject matter requiring little or no specific cultural knowledge) fit in to either in Rosch’s “basic” level of
categorical abstraction or Shatford Layne’s “subject” attributes. No primary names were nonsensical. 6 names
contained ascii art.
Intrinsic Grammar: The widest variety of surface grammar variations occurred in the intrinsic strata. Intrinsic
surface grammar variations with number of occurences included:
commands (9)
exclamations (11)
questions (9)
titles (8)
fragments (115) (noun=28)
abnormal constructions (49)
personal statements (37)
statements (79)
titles (8)
comments (15)
generic stories (3)
tags (4)
Table 22 Observed intrinsic surface grammar
21. TAMI SUTCLIFFE 21
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Example PRIMARY SECONDARY INTRINSIC
:::Antique Photograph :::: abnormal
constructions 2
abnormal
constructions
3
2
abnormal
constructions
49
Go see this. commands
0
commands 8 commands 9
This hurts. comments
1
comments 2
5
comments 17
Yes! exclamations
2
exclamations 1
9
exclamations 11
Delicious treat fragments (32
noun) 34
fragments (28
noun)
1
1
0
fragments (28
noun)
115
In Montenegro, they roll ice cubes in
sugar and slowly pour the Absinthe
over.
generic stories
0
generic stories 6
4
generic stories 3
I’ll never understand this. personal
remarks 0
personal remarks 3
0
personal remarks 37
Are you ready for summer? questions
0
questions 4 questions 9
Beach camels are an integral part of
beach life in Essaouira
statements
6
statements 1
3
3
statements 79
Happiness / ##
(travel,funny,men,women)
tags
0
tags 3 tags 4
Photography by Ruven Afanador |
Body Art by Craig Tracy
titles
0
titles 2
1
titles 8
OBSERVED GRAMMAR CONSTRUCTION EXAMPLES
22. TAMI SUTCLIFFE 22
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Unexpected Findings Related To Re-Finding Pins
When the three original alpha data sets [Trees, America Civil War and Saul Leiter] were collected in February 2014, the pin names and related images were
captured in screenshots taken live from Pinterest. All images and words were saved in both Word docs and in Excel worksheets. However, Pinterest boards
were not created at that time to contain the images: only screen shots of the live search results were captured.
When the fifteen additional beta data sets were collected in August 2014, all images and names were captured and saved in both Word docs and in Excel
sheets. Additionally, all pin images were saved in their own Pinterest boards. [ See http://www.pinterest.com/tamisresearch/ ] Since the three alpha data sets
[Trees, America Civil War and Saul Leiter] were to be included in the final analysis, it became useful (four months later) to recreate those original data sets in
Pinterest, as independent boards.
The process of re-finding these exact pins, by the identical originators, a second time, four months later, uncovered some interesting traits about user-curator
behavior.
Pinners tended not to change their own name, but they did change the names of boards and pins randomly, across all topics. It was discovered (when trying to
recreate pins captured four months earlier) that the most effective way to locate a known pin was to use the pinner name. The next most effective way was to
use the pin name itself. The matching image could infrequently be found by searching on the pin name, but the related pinner/board data had sometimes either
disappeared or changed. A more robust search tool would be helpful for this type of research but this raises the question of whether actual user-curators would
have any need for it. Since the goal of Pinterest is to share images, the expectation would be that searching should remain focused on an image and not on an
originators name.
Occasionally, the name of the image, pin and board was so common that it was not practically possible to quickly isolate one individual needed image. (Quote
marks do not seem to be delimiters in the Pinterest search algorithm, although misspellings can cause zero returns. ) For example, the image associated with a
pin named “Palm Tree in Moonlight” pinned by Dianne Henry in April on a board named “Photos” [P1. Image 30] was still visible on August 15, but no
longer viewable under that pin or pinner name. (There were more than 20 pinners named Dianne Henry in August 2014.) The original image now displayed
using other pin and user-curator names but did not appear to be connected directly to the original pin name, board or pinner. Another example of this was a pin
named “Christmas tree farm, Wisconsin” captured on a board named “Trees” by a pinner named Mary Howard. When that pin name was entered as a search in
August, the associated image appeared under numerous (more than ten) pin names and pinners, but not under Mary Howard.
Some pins were entirely missing: either no longer in Pinterest or no longer readily findable (given the time constraints of this project) under the saved pin
name, pinner name or board.
Pinners randomly changed the locations of boards and pins. For example, the pin “Tree” on the board “Tree” by Suneel Sethi was not practically able to be
located, since the board “Tree” was no longer displayed on Suneel Sethi’s gallery. (25 boards, 19,636 pins). Looking through 19, 636 pins for “Tree” was not
viable given the time constraints of this study.
“Find on screen” tools in Chrome, Firefox, Safari and IE behave unpredictably in Pinterest. Being able to “find” one word on a screen containing over a
thousand scrolling images would aid in searching, but browsers return unreliable results with the FIND tools, missing instances of exact matches while
including inexplicable items. Chrome “find on page” filters seemed most powerful, while Internet Explorer 9 had the weakest searching capabilities, in terms
of locating text on a page or returning faulty matches.
In summary, trying to recapture collected images with their original names after more than 120 days presented the problems of names being changed
indiscriminately, names being so common that they returned unviably large search results, images being deleted, users changing locations of images and
browser search tools performing inadequately when asked to find within large scrolling Pinterest displays.
23. TAMI SUTCLIFFE 23
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
One characteristic of naming behavior in Pinterest appears to be the user-curators urge to supply
more than the bare minimum of information in pin names, regardless of the density or simplicity of
the associated image. User-curators appear to be willing to invest time to create names with a
relative depth of personal meaning and to assign these names despite the complexity or overtness of
the content of the associated image.
A related finding based on the intricacy of the examined pin names suggests that as user-curators are
investing personal time, thought and creativity in the process of naming their pins, they seem to be
transplanting and/or evolving new surface grammar rules as an expected step in the collection
process. User-curators appear to include the process of inventing meaningful names for their pins as
an integral part of the curation process, and the sharing of clever, innovative and/or personalized pin
names is part of the enjoyment of building, sharing and maintaining a large personal digital image
collection.
The overall findings from the pin names examined in this project support the idea that a majority of
the naming behaviors and language-based activities being conducted within Pinterest do not tend to
fit within any clearly defined patterns of pre-categorized meaning: user-curators do not seem to
expect or rely on predefined categories or language, and the levels of engagement, creativity and
personalization displayed during naming behaviors on Pinterest exceed the expectations of a
traditional shopping experience or content storage site.
24. TAMI SUTCLIFFE 24
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Challenges in Pinterest Research
Viable methods of collecting information about the user-curators of large digital image
collections. Since Pinterest is not primarily a “social” network, using this “most popular”
method (while interesting) does not begin to plumb the depths of the daily activity percolating
throughout Pinterest.
Because there are no reliable tools available to count pin views as of October 2014, basing a
conclusion about how often pins are viewed on the percentage of repins and likes would seem
to be problematic
Explain and/or predict user behavior by mapping the patterns of “repinning.” “This subsection
analyzes pin propagation patterns based on the 32 Pinterest-defined categories. The predefined
categories are not generally used by a majority of observed pinners across most studies
reviewed for this project,
Pinterest provides scanty demographic detail on users, making forming conclusions about
Pinterest user behaviors, whether based on millions of aggregated steps or collated from several
hundred manually collected image names, demanding. The lack of specificity related to users
can lead to difficult-to-quantify generalities
25. TAMI SUTCLIFFE 25
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
What motivation beyond meeting an existing information need might propel people to voluntarily
collect, share, label, save and adapt information, particularly when there are no apparent or
previously recognizable information needs at stake?
While purposefully seeking to fulfill specific information needs will always be a crucial human
activity, other information-based practices may become more visible based on newly observed forms
of “information intelligence”.
If directed seeking with the central intention of finding has traditionally been the most heavily
researched activity on the spectrum of information tasks, what activities would fall at the other end
of the spectrum? What would be considered the opposite of “information seeking” behavior? What
information-based activities occur, beyond and outside pre-existing searches to fulfill unmet
information needs? What else are people doing out there. In large digital image collections?
26. TAMI SUTCLIFFE 26
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Future research related to social image collectors, especially those navigating
through large personal digital image collections, might consider exploring how
applications of cunning intelligence aid in attempts to circumvent existing barriers,
create more intuitive naming systems and apply more flexible language games.
27. TAMI SUTCLIFFE 27
THE ICONOLOGY & LANGUAGE GAMES OF PINTEREST
Conclusion
Understanding the way images are categorized by the user-curator may lead to improved methods
for users in other image collections to contribute additional value to the collection in the form of
meaningful image naming language, as well as reducing factors which appear to discourage user-
curators from contributing to the naming process.
as large public image collections eventually decide whether to become independent of any
institutional vocabulary or authority, even historically catalog-dependent image users may be forced
to assume a larger role in the image attribute assertion process.
Pin naming activity on Pinterest offers a glimpse of both the strengths and weaknesses of a user-
driven naming system, offering a greater depth of meaning to individual user-curators, but altering
the traditional measures used to track efficiency and search relevance of the entire collaborative
collection as an entity.
29. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 29
PURPOSE OF THE STUDY
• How do people use language
when naming their personal
digital image collections?
• Analyze how often the image
names selected by Pinterest user-
curators correspond to the
Panofsky, Rosch and Shatford
Layne matrix of subject matter
categories, levels of
categorization and image
attributes.
30. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 30
PRIMARY RESEARCH QUESTIONS
•How frequently do the pin and board names
created by user-curators in Pinterest
correspond to the Panofsky/Rosch/Stratford Layne matrix?
•Will information which is factual, recognizable and not
specialized occur most often in board names?
•Will information which relies on specialized knowledge
beyond the immediately factual occur most often in pin
names?
31. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 31
POTENTIAL SECONDARY RESEARCH QUESTIONS
•How could an understanding of the language used in personalized naming
by user-curators affect the development of other large digital image
collections?
•Would large digital image collections become more relevant or less
relevant as image collections when individual images can literally be re-
ordered and re-named by every unique user?
•How can navigation/retrieval/meaning be assigned within a large
uncontrolled digital image collection when no outside authority
predetermines the indexing parameters? Is such assignment necessary?
•What is a “collection”? Should images selected and named by a user-
curator be redefined as something other than a “collection” when no
controlling authority is responsible for assigning text to image?
32. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 32
LITERATURE REVIEW:
VISUAL CATEGORIZATION IN IMAGE COLLECTION INDEXING
•Interindexer consistency
•Automated annotated image data
•Cognitive economy and perceived world structure
•Literal-ness in images
•Triads of visual categories: Rosch’s basic, subordinate and superordinate
•Two Stage (primary versus secondary) subject matter categories
•Defining image attributes: Shatford Layne
•User behavior in image file naming
•Image Name Iconology: Tools for assigning meaning (Iconclass)
•Iconology: Panofsky and Van Straten
EXISTING PINTEREST “RESEARCH”
•Gender, Misogyny, Commercial Use and “Social Networking”
•Bias in Pinterest “Research”
PANOFSKY, ROSCH AND SHATFORD LAYNE MATRIX:
•Panofsky’s three strata of subject matter
•Rosch’s three levels of categorical abstraction
•Shatford Layne’s four divisions of image attributes
33. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 33
SIGNIFICANCE OF THE STUDY
SELF-CURATED IMAGE COLLECTIONS
LIKE PINTEREST :
Allow user-curators to break free from vocabularies/
gatekeepers
PINTEREST USER-CURATORS:
Develop particular sense-making behaviors while
naming large, unstructured collections
BEHAVIORS WHILE NAMING COLLECTIONS:
Reveal previously invisible underlying user needs
UNDERSTANDING SUCH NEEDS:
• Improvements in user naming tools within other
large social collection systems
• Better methods for users in other collections to
contribute meaningful image names
• Reduced factors which appear to discourage
users from contributing to the naming process
34. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 34
ALPHA DATA COLLECTION: JAN-MARCH 2014
120 unique Pinterest images captured: three search terms with 40 images per term
• All captured images exported to Word “maps” with names and originator data intact
• Visual image, board name, pin name and originator data stored
• Language stripped from image names and sorted alphabetically
• Word frequency in image names calculated
• Text clouds generated for both pin names and board names
35. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 35
ALPHADATACOLLECTION:JAN-MARCH
2014
WORDS OCCURING IN BOARD
NAMES FOR PRIMARY SEARCH TERM
[tree] :
DATA ANALYSIS METHOD
Methodological issues:
Previously observed limitations of Pinterest data
collection
Gilbert noted that obtaining a truly random Pinterest sample
is not possible without an API from Pinterest, allowing
researchers to capture live site data samples.
A Pinterest API remains unavailable as of April 2014.
Scope and limitations
Pinterest users can chose to remain anonymous in terms of
reported demographic data so limited information related to
users (age, gender, education ) can be deduced from
categorization activity.
36. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 36
ALPHADATACOLLECTION:JAN-MARCH
2014
WORDS OCCURING IN PIN NAMES
FOR PRIMARY SEARCH TERM [tree] :
37. THE ICONOLOGY OF PINTEREST
TAMI SUTCLIFFE 37
BETA DATA COLLECTION: APRIL – AUGUST 2014
• Create 4 – 6 new sets of three search terms (primary/secondary/intrinsic)
• Use search term sets to collect corresponding images with board and pin names
• Capture data (images, names, originators) and compile
• Analyze words in names
• Attempt to assign names to the Panofsky/Rosch/Stratford Layne matrix.
EXPECTED RESULTS
User-curator language used in both pin names and board names will correspond to diverse levels
of the Panofsky/Rosch/Stratford Layne matrix.
Names which are factual, recognizable and do not indicate specialized knowledge (the strongest
positive correlation to Panofsky’s category of “Primary”) would occur most often
in board names.
Names which rely on specialized knowledge beyond the immediately factual (the strongest
positive correlation to Panofsky’s category of “Secondary”) would occur most often
in pin names.