
Parts-2, participant 3. Photo by Janet Symmons. CC0 licence
In Dalhlberg et al.’s (2008) whole-parts-whole approach to data analysis identifying and placing meaning parts together is an integral factor to explicating the essence of a phenomenon. However, there remains a paucity of examples for creating meaning units in reflective life research. This sparsity is an advantage and a challenge to researchers using this methodology.
My familiarity with Braun and Clarke’s (2006) thematic analysis laid the foundations of my understanding and practice with meaning units as I read through the interview transcripts of my current project. Unfortunately, after a few attempts, I was left with vague meaning units that didn’t adequately connect with each other. I tossed another document in my computer trash bin and started yet agin.
I needed a break from my computer. I selected several textbook from my bookshelf, along with a notepad, pencil, and eraser, and relocated to my kitchen table. Sometimes a slight change of scenery is like a cognitive breath of fresh air. With a steaming cup of coffee in hand and refreshed mindset, I cracked open a recently acquired used research book and began scanning the pages for useful nuggets of information. Continue reading →