ZURn6340 Ethnography in Communications Research

Faculty of Social Studies
Spring 2024
Extent and Intensity
2/2/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
Ozan Asik, Ph.D. (lecturer), Mgr. Iveta Jansová, Ph.D. (deputy)
Guaranteed by
Mgr. Iveta Jansová, Ph.D.
Department of Media Studies and Journalism – Faculty of Social Studies
Contact Person: Mgr. Boris Rafailov, Ph.D.
Supplier department: Department of Media Studies and Journalism – Faculty of Social Studies
Timetable
Fri 19. 4. 16:00–19:40 U42
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives (in Czech)
This course offers a heuristic model for ethnographic research concerning social media and information ecosystems, utilizing team auto-ethnography. This approach views the ethnographic field as a networked space where participants' offline and online environments are deeply intertwined. We will develop a holistic perspective regarding the field, which is essential due to its complexity, dynamism, and the variability of practices observed across different social contexts within the field. To encompass such a broad field, we employ multi-sited team ethnography. Holism concerning the individual (participant) is also crucial due to the ethnographer's immersion into the everyday lives of participants, given the cultural embeddedness of the practice in various aspects of daily life. During the course, we will delve into the specifics of this model, drawing from a case study as an illustration. This case study investigates media and misinformation in Turkey's highly polarized context.
Learning outcomes (in Czech)
Understand how research data, theory, and methodological discussions inform team autoethnography
* Know the relevant literature in digital ethnography relating to autoethnography
* Understand why team autoethnography is vital for digital ethnography. What are the advantages and disadvantages of using this research technique?
* Have a detailed understanding of how to conduct team ethnography for social media studies
Syllabus (in Czech)
  • The course will consist of two sessions, each lasting for an hour, separated by a 15-minute break. The readings will be discussed in the first session, so comprehending these materials is crucial to your success in this course. The discussion on theoretical and methodological debates in digital ethnography and autoethnography will invite students to establish innovative connections between theoretical analysis and practical application. The second session will offer a practical application of team autoethnography, drawing upon the field experiences of my colleagues and our current research. I will bring the student’s attention to the challenges and difficulties we have faced during our research and ask how they would deal with them if they were conducting the same research. Grading will be based on: i) course participation/class discussion (%20) and ii) the final paper (%80).
Literature
  • Hine, C. (2015) Ethnography for the Internet: Embedded, Embodied and Everyday. London. Bloomsbury Academic, “chs. 1, 2 and 3”.
  • Ellis, C. et al. (2011) Autoethnography: an overview. Historical Social Research/ Historische Sozialforschung, 36(4): 273–90. http://www.jstor.org/stable/23032294.
  • Pink, S. et al. (eds.) (2016) Digital Ethnography: Principles and Practice. London: Sage, “chapters 1 and 3.”
  • Zheng, S. (2019). A multi-methods Approach in Communication Studies: autoethnography meets qualitative interviews and netnography. Revista Comunicación y Métodos | Journal Communication & Methods, 1: 196–208. https://doi.org/10.35951/v1i2.43.
  • Brown, N. (2018) Methodological cyborg as black feminist technology: constructing the social self-using computational digital autoethnography and social media. Cultural Studies ↔ Critical Methodologies, 19(1).
  • Beneito-Montagut, R. et al. (2017) Doing digital team ethnography: being there together and digital social data. Qualitative Research, 17(6): 664-682.
  • Horst, H. & Miller, D. (eds.) (2012) Digital Anthropology. London; New York: Berg, “Introduction.”
Teaching methods (in Czech)
lecture, discussion, homework
Assessment methods (in Czech)
The final paper will be a 7-8 page research proposal (1.5 spaced) research proposal explaining: Introduction: (1) the topic you wish to explore by using team autoethnography and the significance of that research topic; (2) the social context; (3) the theoretical or practical research problem that you want to address; (4) research question(s); and (5) a thesis statement (if there is any) in one or two sentences. Literature you will enter into dialogue with.
Methodology: (1) how will you design the research and use the research techniques and strategies of team autoethnography?
(2) When, where, and how will you collect, select, and analyze data, and what materials will be used?
(3) How will you plan for and deal with potential obstacles, limitations, and ethical or practical issues?
(4) Your training and preparedness for this research.
Implications and Contributions: If you think your project will contribute to practice or theory, how?
The evaluation of the research proposal considers analytical rigor, nuance of argument, and creativity of thought, as well as the clarity, argumentation, and concise organization of the text.
Language of instruction
English
Further Comments
The course is taught only once.
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