Sustained Analysis of Literature - Research Paper Example

Sustained Analysis of Literature The term sustain is defined as, “… to strengthen or support physically or mentally; to maintain, bear, endure, uphold… What does it mean to sustain? The term has come to mean, “to keep in existence without diminishing, to provide sustenance and nourishment” (Hart, M. 1998). In analyzing the term ‘sustain’ from a primary source (or authentic, narrative), researcher Maureen Hart (1998) defined the conceptual term; “sustain means to keep in existence without diminishing, to nourish. It means operating in such a way that community does not use up all its resources. Notice that sustain does not mean to keep the status quo – it does not mean that nothing ever changes. It does not mean utopia. It does not mean that bad things never happen. There will always be floods and hurricanes. Some businesses may fail, some people will go hungry. Sustainability means that we continually work to make things better and we make sure that the systems we set up are helping rather than harming the process” (Hart, M. 1998). When defining the concept of ‘sustained analysis of literature’, the phrase encompasses the ability to continue to critically or dialectically discuss, dissect, assess or evaluate yet produce and synthesize new literature – literary works from authors, researchers, theorists, teachers, doctors, sociologist; literary sources and resources; literary issues and collaborations, interpretive thoughts of reflexivity. Likewise, there is the appreciation of literature designed and constructed from the historical past, the modern and postmodern present for the purpose of a sustainable future. The appreciation of literature written or produced as a result of diversity, conformity, and change is consistently analyzed in support of a sustainable future, an enduring society. Ultimately, what sustains literature are the contextual structures in which it is created. They are a vital part of the imagery, the concrete and finite aspects of the purposive cognitive perspectives from which it was formed. The appreciation and sustaining of literature is the outcome of the humanistic concepts of cognitive well being, freedoms of expression, and sustainable need to continue to existence. The Arts, the Sciences (both natural and applied), Theories of Psychological Processes, Sociologies, Mathematics are all sources of literature – vital sources of intellectual sustainability and a continuance of life. Literary works become entities of sustainability, not only of mind and technology, but of architecture, context, imagery, the environment and ethos. Sustaining the Analysis of Literature through Imagery “Finely played, humane and without self-pity… unexpectedly funny moments are followed by references that freeze our smiles” (Financial Times on Art & Imagery, London 2013) In an effective attempt to sustain an analysis of literature, author, researcher, and professor John Lye has created or constructed “Critical Reading: A Guide” (1997). As an analytical descriptive, Lye describes his literary work as “a guide designed for his year one students… to what they might look for in analyzing literature, particularly poetry and fiction. “An analysis explains what a work of literature means, and how it means it; it is essentially an articulation of and a defense of an interpretation which shows how the resources of literature are used to create the meaningfulness of the text. There are people who resist analysis, believing that it ‘tears apart’ a work of art; however a work of art is an artifice, that is, it is made by someone with an end in view. As a made thing, it can be and should be analyzed as well as appreciated” (Lye, J. 1197) John Lye, a professor at Brock University, Department of English Language & Literature (Ontario, Canada) critically explores the main reasons for analyzing literature… in an effort to create and sustain meaning and imagery. “The ultimate end of analysis is a deeper understanding and a fuller appreciation of the literature – you learn to see more to uncover or create richer, denser, more interesting meanings… ideas of depth, complexity and quality as they relate to literature; As literature uses language, images, the essential processes of meaning-making, analysis can lead to a more astute and powerful use of the tools of meaning on the reader’s part; Analysis should teach us to be aware of the cultural delineations of a work, its ideological aspects – its ethos. Art is not eternal and timeless, but is situated historically, socially, intellectually written and read at particular times, with particular intents, under particular historical conditions, with particular cultural, personal, gender, racial, class and other perspectives. Through art we can see ideology in operation. This can be of particular use in understanding our own culture and time… A function of analysis is to help us, through close reading and reflection, understand the way ideas and feelings are talked about in culture or other times and cultures – to have a sense both of communities of meaning, and of the different kinds of understanding there can be about matters of importance to human life” (Lye 1997). Lye (1997) further analyzes that imagery of cognitive reflection and interpretation of literature is critical in the sustenance of literature. It, in a sense, is what supports and nourishes the cognitive imagination and purposive reflection on a specific literary topic or inquiry. Lye (1997) explores the concept of ‘imagery’. Imagery, according to Lye, has to do with the physical setting of time and place… a setting in terms of the physical world. “In terms of the physical world, setting can be used for a variety of purposes. A tree might be described in specific detail, a concrete, specific, tree; or it might be used in a more tonal way, to create mood or associations, with say the wind blowing mournfully through the willows; or it might be used as a mortif, the tree that reminds me of my love, or my youthful dreams; or it might be use symbolically… as an image of organic life” (Lye 1997). Discussion on Literary Analysis: Methods of Process of Coding, Classifying, Categorizing, and Labeling of Research Literature “Writing and composing the narrative product or report brings the entire study together. I am fascinated by the ‘architecture’ of a qualitative narrative study…a spatial metaphor. Studying it from a variety of interrelated views is like walking through the rooms of a house” (Strauss & Corbin 1990; Creswell 2007). The full architectural constructivism occurs by the synthesis or connecting of the variety of codes, classifications, and categories that were gathered or collected during the qualitative research. Each code and/or category is compared to a room of a house – a cluster of data and information describing the lived experiences. Strauss and Corbin (1990) metaphorically describe the qualitative analysis… “like walking through the rooms of a house”. Linking or connecting clusters of data/information, concepts, or interrelated authentic primary and secondary sources requires the research technique of coding, classifying, and categorizing. According to researchers, coding is part of the qualitative analysis process. Naming, labeling, categorizing the text of data of the qualitative inquiry is an effective technique in organizing and managing large amounts of textual or literary data and information into clusters of units of connected or related’ meaning. Coding, classifying, categorizing, and labeling pull and synthesize pieces, sentences, phrases, paragraphs together in order to construct a contextual unit of meaning. Analysis is the qualitative dissection. It is study continuum – the analysis -- that “involves mulling over the transcripts and field notes for classes of phenomena with similar attributes … (Creswell 2007). As described by qualitative researcher L. Richardson (1990), “researchers code or encode qualitative literature for specific audiences by recognizing the importance of language in shaping the qualitative text”. For example, for an audience with a focus on multiple intelligence – musical, work (data collection) can be encoded with literary words or phrases, perhaps artifacts that construct a contextual meaning of music… “jazzy titles, attractive covers, common-world metaphors and images, book blurbs and material about the ‘lay’ interest in musical material” (Richardson, 1990). For the political audience, encoding can include phrases, quotes, timelines (dates) from “an author’s role in social movements, references to activist authorities, empowerment metaphors, book blurbs and references (connections) to demonstrate how the work relates to real lived experiences (Richardson, 1990). For academic audiences and publications, researchers can encode qualitative studies with the use of “academic credentials of the author, references, footnotes, methodology sections, use of academic metaphors and images, book blurbs and quotes about the science or scholarship involved (Richardson 1990; Creswell 2007). When codes, classifications, and categories are assigned to data, literature and research information sources, the development of primary patterns become clearer. Themes begin to form. During inductive data analysis, “qualitative researchers build patterns and themes from the ‘bottom-up’ by organizing the data, the literature into increasingly more abstract units of information. Using multiple sources of data and literature enable researchers to review all of the information and make sense of them. Comprehensive patterns and themes are established – categories and themes emerge through all the literary sources” (Creswell 2007). Relationships can be discovered between two or more themes. Patterns and themes of interactions (relationships) construct further meaning of the literature. Data analysis and interpretation begin. Literary collection involves gathering multiple forms of sources, primary sources – interviews, observations, and documentation that can be the result of triangulation during qualitative studies and analyses. The qualitative method of data collection “consists of words and observations, not numbers. Analysis and interpretation overlap…bringing order and understanding” (Taylor-Powell & Renner 2003). The basic approach for analyzing and interpreting data is termed “content analysis”. During content analysis, the myriad of brief responses to open-ended answers to questions from an interview or questionnaire, the transcripts from interviews of a focus group, notes from a log, journal, field notes, or text of a published report…these data collections are basic elements of analysis and interpretation. Furthermore, according to Taylor-Powell and Renner (2003), “good analysis is dependent upon the understanding of the data collected”. Data collection and data analysis are overlapping activities in qualitative research because understanding requires the researcher to read, analyze, reread, and reanalyze the text and images of the data. Audio taped transcripts require listening to the perspectives and versions several times. In qualitative analysis, the impressions and accounts must be written down as one goes through the narrative. The metaphor of Strauss and Corbin (1990) are applicable once again… “The architecture of qualitative literature – the data collection overlapping with data analysis – is like walking through the rooms of a house. Each piece of literature, each object is analyzed. Each adds meaning to the ‘architectural big picture’ of the house. Definition of ‘Reflexivity’ and the Researcher’s/Author’s Voice: Creating a Sustaining Perspective of Literature Definitions of ‘reflexivity’ and the Researcher’s Voice within contexts is a qualitative research and literary perspective – a very effective method of writing and literary research. The task is to immerse (or dive) into the realms of the context of research and literary studies. This is a task that often means attempting to understand ‘challenges of the unknown’. The concept of ‘reflexivity’ – a neutral, outer observation of a context enriched with vitality, collaborative discussion, and postmodern realism is a form of literature review and analysis -- a concept of both the narrative phenomena and higher order thinking. The people are present, the conversation (dialogue) is rich, and the food for thought is growing. The sustaining analysis of literature through reflexivity creates complex images in the ‘mind’s eye via one’s spacial intelligence. The researcher/author sat immersed within two learning contexts that can only be termed ‘acknowledgement of the ethos’ – the café; the library. Quality criterion, as described by theorists Shulman (1997) and Agostinho (2005) are coming to life – emergence of higher order thinking… “Researcher begins in wonder and curiosity, but ends in teaching. The work of the researcher must lead to a process in which we teach what we have learned to our peers in the education community – the learning community, a professional learning community of practice... Our work is neither meaningful, nor consequential until it is understood by others”. This is the purpose for sustaining the analysis of research and the literature reviews. The theorists and researchers practice deductive, inductive, and productive analysis through the practices of inclusivity of the incredibly important variables – the people and their lived experiences. It is a way of building further or synthesizing new knowledge. Reflexivity was practiced first, returning to and analyzing initial areas of observation. Questions of how and why were again formulated. Reflexivity is a process about asking how and why not, among the multiple intelligences when alone or at the desk. “The development of reflexivity is a mode of consciousness originating from the acts of qualitative analysis which supports awareness of the self’s place within socio-cultural continuums” (Henry, T: A Dissertation, 2008, p. 4)…there must be a sense of academic and literary codes”. Sustaining the Analysis of Literature: Primary Reflexivity In terms of qualitative analysis, the concepts and issues of reflexivity is addressed by following a qualitative processes 1. Approach of inquiry – open- ended questioning enabling cognitive reflection on the study’s issues. Self awareness and intrinsic motivation are important components of the inquiry process. Asking the question… “Where am I and how and why do I fit into this academic “Landscape or Big Picture” incorporates the researcher into the research study context. Reflexivity considers the concept of immersion into the academic ethos. 2. Data collection methodology – descriptions of the coded observations and narrative interviews. Constructivism by visualization and imagery play an important role in motivation and reflexivity…the mind’s eye. 3. “The Reflective Journal – a research tool and strategy practiced by qualitative researcher Shirley Agostinho (2005), is a guiding field note handbook. Plans to design such a researcher’s tool in which principles of practice are documented and maintained as authentic artifacts and primary-secondary data and literature. It is a purposive, cognitive workspace in which the researcher can jot down open-ended questions and thought theory; a workspace in which codes, patterns, and themes of the studies can be identified, clarified, considered and appreciated. Reflexivity is a product of naturalistic inquiry. As S. Agostinho (2005) described the purpose of the reflexivity journal… “it served as an outlet of emotions, and as a product, it represented detailed chronological historical accounts of the entire study and thesis production and publication process. It is the duty of the naturalistic researcher to enable it”. During qualitative research analysis, the purposive ‘reflexivity journal’ is designed and maintained... a perfect cognitive workspace for the personal narrative, the researcher’s voice and some really good theorists’ quotes. Really Good Quotes from Theorists, Researchers, Authors: On Sustaining the Analysis of Literature A historical excerpt from Henry David Thoreau’s “Walking”: Excursions (1894). … On Literary Freedom. “I must walk toward Oregon, and not toward Europe. And that way the nation is moving, and I say that mankind progress from east to west… We go eastward to realized history and study the works of art and literature retracing the steps of art and literature, retracing the steps of the race; we go westward as into the future, with a spirit of enterprise and adventures”. “The mind grows by what if feeds on” (J. G. Holland) “Thought takes man out of servitude into freedom” (Emerson) “Law dies; books never”. (Bulwer-Lytton) “Books, the children of the brain”. (Swift) “Books – lighthouses erected in the great sea of time”. (Whipple) “There was a time when the world acted upon books. Now books act upon the world”. (Joubert) “Words once they are printed have a life of their own”. (Carol Burnett) Every man’s memory is his private literature… Works Cited and References Agostinho, S. Naturalistic inquiry in e-learning research. (2005). Retrieved from http://www.ualberta.ca/~iiqm/backissues4_1/pdf/agostinho.pdf. [WEB]. Creswell, J. Qualitative inquiry & research design: Choosing among five approaches. (2nd ed.). (2007) SAGE Publishing: Thousand Oaks, CA. [PRINT]. Hart, M. What does it mean to sustain? (1998). Retrieved from http://sustainablemeasures.com/Training/Indicators/Sustain.html. [WEB]. Henry, T. P. Michigan Technological University: Reflexivity and developmental writing (a Dissertation). (2008) Proquest Dissertations and Theses (2008) (PQDT). [WEB]. Information Britain. Quotations. (2013). Retrieved from http://www.information-Britain. co.uk/aboutus.php. [WEB]. Lye, J. Critical Reading: A Guide: A guide designed for his first year students. (1997). Retrieved from http://www.brocku.ca/english/jlye/criticalreading.php. [WEB]. Shulman, L. S. Disciplines of inquiry in education: A new overview. (1997). American Educational Research Association: Washington DC. [PRINT] Strauss, A. & Corbin, J. Basic of qualitative research: Techniques and procedures for developing grounded theory. (1990) SAGE Publishing: Thousand Oaks, CA [PRINT]. Taylor-Powell, E. & Renner, M. Program development & Evaluation: Analyzing qualitative data. (2003). Cooperative Extension Publishing Operations: Madison, WI. [PRINT]. Read More