L597
-
Topics in Library and Information Science:
Content
Analysis for the World Wide Web
|
Semester: |
Fall 2006 |
Instructor: |
Susan Herring |
|
Time: |
Monday
1-3:45 p.m. |
Office: |
LI 037 |
|
Place: |
LI 031 |
Phone: |
(812)
856-4919 (voice mail) |
|
Section: |
25581 |
Email: |
herring @
indiana.edu |
|
Instructor's
Office Hours: Monday 4-5:30 p.m. and by appointment |
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|
Class listserv list: caweb06-l @ indiana.edu Class
wiki: https://ella.slis.indiana.edu/~herring/pmwiki.php |
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Required
Readings:
Most of the
readings for this course are
available on the web (live links are included in this syllabus). The
others will
be on ereserves.
1.
Course
Description
Content
Analysis is a well-established social science
approach to analyzing meaning and structure in written documents; it
can also
be used to analyze images and sound. The World Wide Web is a
multimodal,
networked means of document delivery that is one of the most important
sources of information in the world today.
In this
course, you will learn about and apply
Content Analysis methods, broadly construed, to diverse types of
information
communicated through HTML documents on the Web, including textual and
graphical
content, interactivity features, and links.[1] The methods,
which are both
qualitative and quantitative, can be used to address issues of genre,
aesthetics,
usability, "stickiness," credibility, persuasion, bias and cultural
differences associated with the presentation of information on the Web.
In
contrast to the prescriptive approach of most human-computer
interaction and
Web design courses, which evaluate Web sites as "good" or
"bad" and seek to create "good" ones, this course is
descriptive in focus, providing tools to understand how different site
designs
and content communicate socially-nuanced meaning.
The
course is structured around presentation of methods and hands-on Web
data
analysis. Each student selects a Web site or sites for analysis,
according to
their interests. For example, students with interests in a particular
content
domain (e-commerce, online instruction, news, politics, health
information, gender issues, performance/exhibition, etc.) or Web genres
(blogs,
wikis,
online dating sites, music downloading sites, personal home pages,
etc.) may
focus on them in their choice of data for analysis. After each method
is
presented in class through the readings and lectures, students apply it
to
their data. The students' findings are then shared with the class
through oral
presentations, and written up in short reports. At the end of the
semester,
students write an original research paper describing a Web genre or
other
collection of sites of their choice. As relatively little research of
this type
has been carried out so far, it is likely that each student project
will create
new knowledge about the Web. If it is well done, your research in this
course
may lead to opportunities for conference presentation or publication.
Students
are expected to have experience accessing the World Wide Web, including
using
search engines such as Google. No previous knowledge of Content
Analysis is required. Students do not create Web sites as part of this
course;
rather, the focus is on creating knowledge about the Web through
descriptive
empirical research. This knowledge, in turn, may have implications for
Web
design and/or content development that extend beyond the course.
2. Course Objectives
As a result
of completing
this course, students should gain:
¥ A critical perspective (in the positive
sense) on the Web
as a communication medium.
¥ Practical skills in applying and
interpreting the
results of Content Analysis methods.
¥ Nuanced understandings of Web content
that can be used
to inform decisions about content development, site design, evaluation
and use.
3. Student Requirements
Readings: Students
are expected to read the
assigned readings before each scheduled class meeting.
Website
analysis. Each student
will select
a website (or sites) for the purpose of analysis throughout the course.
The
sites should contain content that the student finds personally
interesting
and/or that relates to their professional goals. These data will be
used to
train the student in applying Content Analysis methods. They may also
be
used, supplemented with additional data, for the final research paper.
Reports. The
results of applying the methods introduced
in the course to the selected data will be presented in four oral and
four
written reports, where the written reports are on the same topics as
the oral
reports. The oral reports should be
brief (5 minutes) and may be
supported with simple PowerPoint displays and live internet
demonstrations. (A
good rule of thumb is one PowerPoint slide per minute of
presentation time.) The written reports should
record the findings presented in
the oral reports, incorporating feedback from the class and the
instructor,
concisely and clearly (3-4 pages, excluding appendices). Guidelines for
each
report will be made available one week before the scheduled oral
report
presentation date.
Research
paper. At the end
of the
semester, each student will write a 5000-7000 word research paper
(excluding
references and appendices) analyzing the content of a collection of
websites defined by the student. This research may make use
of the
data already analyzed during the semester, or it may supplement or
replace
those data with new data (with the instructor's approval). A 500-word
written
proposal describing the Web genre, sites to be analyzed, methods to be
employed,
and including a minimum of 3-5 references is due in the 11th week of
the
semester. At the end of the semester, the results of each student's
research
will be presented to the class in a formal (conference-style) oral
presentation (approx. 15
minutes, depending on how many students are enrolled
in the course). The written paper should
follow the formal conventions for a
publishable-quality research article, including footnotes and citations
of
scholarly work in APA (American Psychological Association) style. (See
course
bibliography for examples of APA reference style.)
Wiki. There
is a wiki for this course. This is an experiment, and it is expected
that uses of the wiki will evolve dynamically over the semester. Course
announcements will be posted there, as well as guidelines for reports
and the final paper. There is also a discussion space, the additional
pages can be created for any course-related purpose. Active
contribution to the wiki is encouraged.
Listserv list. There is a
listserv list for this course. Students are expected to check their
email at
least twice between class meetings, including the morning before class
for last-minute
announcements and reminders. Interactive participation on the list is
encouraged.
4. Grading
Your grade
for the course will be calculated as
follows:
|
Participation |
15% |
|
Written
reports (6%+8%+8%+8%) |
30% |
|
Oral
presentation of term paper research |
10% |
|
Term paper |
30% |
|
Total: |
100% |
Grading
policy:
¥ A late written report will
be accepted once during the
semester, no
questions asked, provided it is turned in two days before the next
class
meeting, to allow me time to grade it. I reserve the right to subtract
one-third of a letter grade for each day a report is late beyond the
due date
or this one-time extension.
¥ Oral reports and
participation will be
graded with a check mark for each report/class meeting, to indicate
that the
requirement was met. Participation means being willing and prepared to
speak intelligently in class about the topics under discussion, as well
as participation in the online spaces for the course (wiki and
discussion list). (Note: this
does NOT necessarily mean speaking a lot--you may be penalized if you
habitually
dominate discussions.) In order to be able to speak intelligently about
a
topic, you will need to have done the readings for that topic before
class. You
will also need to be physically present and alert in class.
Participation cannot be made
up if you miss a class.
¥ The written reports and the
term paper will
be assigned letter grades (A, A-, B+, B, B-, C+, C, etc.). Generally
speaking,
an A denotes 'outstanding' work, a B is 'good', and a C is 'average'
(but below
the level expected for graduate-level work).
¥ The written reports will be
graded on
completeness and accuracy of application of the methods. An 'A' quality
written
report addresses all the questions in the guidelines and applies the
methods
accurately and insightfully to the data.
¥ The oral presentation of the final research project will be graded primarily on form: how well it is organized, how informative it is, and how clearly and professionally it communicates to the audience (i.e., the rest of the class). An 'A' quality oral report conveys an appropriate amount of information given the time allotted for presentation, is presented in a straightforward and concise manner, and is logically organized (following the schema: identification and motivation of the choice of Web genre, brief background on genre, data selected and methods of analysis, findings, and some interpretation of the findings). Visual displays are strongly encouraged.
¥ The final paper will be
graded on
content--motivation of the choice of Web data, appropriateness of the
data
selection procedures, accuracy of the description and application of
the
methods, plausibility of the interpretations--and form--organization,
clarity and
quality of written expression, and appropriate use of scholarly
conventions
such as citations and footnotes. An 'A' quality term paper motivates
the
research topic, makes appropriate use of sampling and analytical
techniques,
and interprets the findings thoughtfully, in addition to being
well-organized
and clearly and professionally written. Some visual representations
(e.g.,
screen shots) should be included of the content of the analyzed Web
sites.
Note:
Learning is a collaborative enterprise. However, plagiarism,
copyright
infringement, and other types of academic dishonesty will NOT be
tolerated. As
a rule of thumb, when in doubt, cite the source!
5. Course Schedule (subject to change with
advance notice)
----------------
Week 1 (8/28/06): Introduction
to Content Analysis. Selecting websites to analyze for this course.
Read: Bauer,
M. (2000). Classical content analysis: A
review. In
M. Bauer & G. Gaskell (eds.), Qualitative Researching with
Text, Image
and Sound (pp. 131-151).
Thousand Oaks,
CA: Sage. (on e-reserves)
Berners-Lee,
T. (1996). The World Wide Web: Past, present
and future. http://www.w3.org/People/Berners-Lee/1996/ppf.html
----------------
Week 2 (9/4/06): Web archives. Methodological issues in
analyzing the Web.
1st
oral report: Select and describe a website of the type you would like
to analyze in this course.
Read:
Lyman, P. & Kahle, B. (1998). Archiving digital cultural
artifacts: Organizing an agenda for action. D-Lib Magazine. http://www.dlib.org/dlib/july98/07lyman.html
---
Schneider,
S. M., & Foot, K. A. (2004). The Web as an object of study. New
Media
& Society, 6 (1),
114-122. http://faculty.washington.edu/kfoot/Publications/Web-as-Object-of-Study.pdf
OR
Gerbic, P., & Stacey, E. (2005). A purposive approach to content
analysis: Designing analytical frameworks. Internet and Higher Education, 8,
45–59. [Available from wiki]
---
McMillan,
S.
J. (2000). The microscope and the moving
target: The challenge of applying content analysis to the World Wide
Web. Journalism
and Mass Communication Quarterly, 77(1), 80-98. http://web.utk.edu/~sjmcmill/Research/research.htm
Herring, S. C. (2004).
Content analysis for new media: Rethinking the paradigm. In: New Research for New Media: Innovative
Research Methodologies Symposium Working Papers and Readings
(pp. 47-66). Minneapolis, MN: University of Minnesota School of
Journalism and Mass Communication. http://ella.slis.indiana.edu/~herring/newmedia.pdf
Hands-on: Check out the history of
2 webpages on the Wayback Machine: http://archive.org.
How has web design evolved in the past decade?
----------------
Week
3 (9/11/06):
Methodological issues (cont.). Recent published examples of Content
Analysis of CMC and the web.
Read (select any three; post
comments on their methodology on the wiki. Do they meet McMillan's
criteria for traditional CA?)
Heckman, R., & Annabi, H. (2005). A content analytic
comparison of learning processes in online and face-to-face case study
discussions. Journal of
Computer-Mediated Communication, 10(2), article 7. http://jcmc.indiana.edu/vol10/issue2/heckman.html
[interactive CMC]
Jarvis, S., & Wilkerson, K. (2005). Congress on the Internet:
Messages on the homepages of the U.S. House of Representatives, 1996
and 2001. Journal of
Computer-Mediated Communication, 10(2), article 9. http://jcmc.indiana.edu/vol10/issue2/jarvis.html
Rains, S. A., & Young, A. M. (2006). A sign of the times: An
analysis of organizational members' email signatures. Journal of Computer-Mediated
Communication, 11(4), article 8. http://jcmc.indiana.edu/vol11/issue4/rains.html
[interactive CMC]
Schultz, T. (1999). Interactive options in online journalism: A content
analysis of 100 U.S. newspapers. Journal
of Computer-Mediated Communication, 5(1). http://jcmc.indiana.edu/vol5/issue1/schultz.html
Singh, N., & Baack, D. W. (2004). Web site adaptation: A
cross-cultural comparison of U.S. and Mexican Web sites. Journal of Computer-Mediated
Communication, 9(4). http://jcmc.indiana.edu/vol9/issue4/singh_baack.html
Waseleski, C. (2006). Gender and the use of exclamation points in
computer-mediated communication: An analysis of exclamations posted to
two electronic discussion lists. Journal
of Computer-Mediated Communication, 11(4), article 6. http://jcmc.indiana.edu/vol11/issue4/waseleski.html
[interactive CMC]
Young, J., & Foot, K. (2005). Corporate e-cruiting: The
construction
of work in Fortune 500 recruiting Web sites. Journal of Computer-Mediated
Communication, 11(1), article 3. http://jcmc.indiana.edu/vol11/issue1/young.html
Zhou, X. (2004). E-government in China: A content analysis of national
and provincial Web sites. Journal of
Computer-Mediated Communication, 9(4). http://jcmc.indiana.edu/vol9/issue4/zhou.html
----------------
Week 4 (9/18/06): Web genres
and
Content Analysis.
1st
written report due: Descriptive characterization of a website
Read: Crowston,
K., & Williams, M. (2000). Reproduced and emergent genres of
communication
on the World-Wide Web. The Information Society,16(3), 201-216. http://crowston.syr.edu/papers/Webgenres.html
Bates, M. J., & Lu,
S.
(1997). An exploratory profile of
personal home pages: Content, design, metaphors. Online and CDROM
Review, 21(6), 331-340.
Herring, S. C.,
Scheidt, L. A., Bonus, S., & Wright, E.
(2004). Bridging the gap: A genre analysis of weblogs. Proceedings
of the
37th Hawai'i International Conference on System Sciences (HICSS-37). Los Alamitos: IEEE
Computer
Society Press. http://www.blogninja.com/DDGDD04.doc
Emigh, W., & Herring,
S. C. (2005). Collaborative authoring
on the Web: A genre analysis of online encyclopedias. Proceedings of the
38th
Hawai'i International
Conference on System Sciences (HICSS-38). Los Alamitos: IEEE
Press. http://ella.slis.indiana.edu/~herring/wiki.pdf
Week 5 (9/25/06): Aesthetics and usability. Explicit and implicit values underlying "good" website design.
2nd
oral report: Select 5-6 websites of the same genre and identify the
features that characterize that genre
Flanders,
V. (2006). Web Pages that Suck website. http://www.webpagesthatsuck.com/suckframe.htm.
(Browse the site.)
Ivory, M. Y. & Megraw, R. (2005). Evolution of web site design patterns. ACM Transactions on Information Systems (TOIS), 23 (4), 463-497. http://delivery.acm.org/10.1145/1100000/1095876/p463-ivory.pdf?key1=1095876&key2=0116966511&coll=&dl=ACM&CFID=15151515&CFTOKEN=6184618
Moss, G., Gunn, R., & Heller, J. (2005). Some men like it black,
some women like it pink: Consumer implications of differences in male
and female
website design. Journal of Consumer
Behavior. http://cdr.esg.fr/images/pages/cr20.pdf
Sullivan, P. (2000). Practicing
safe visual rhetoric on the web. http://austen.english.purdue.edu/handa.html
----------------
Week 6 (10/2/06): Assessing
credibility of website content. What makes a website "trustworthy"?
2nd written report
due: Genre analysis
Read: Fogg, B. J., Soohoo, C.
Danielson, D., Marabel, L., Stanford, J., & Tauber, E. (2002). How
do people evaluate a web site's credibility? http://www.consumerwebwatch.org/dynamic/web-credibility-report-evaluate.cfm
Hong, T. (2006). The
influence of structural and message features on website credibility. Journal of the American Society for
Information Science and Technology, 57, 114-127.
Flanagin, A. J., & Metzger, M. J. (2003). The perceived
credibility of personal Web page information as influenced by the sex
of the source. Computers in Human
Behavior, 19, 683-701. http://www.comm.ucsb.edu/publications/flanagin/Flanagin%20%20Metzger%202003%20(CiHB).pdf
----------------
Week 7 (10/9/06):
Interactivity. What makes a website "sticky" and dynamic?
Read: (Choose
any four)
Ha,
L., & James, E. L. (1998). Interactivity reexamined: A baseline
analysis of
early business web sites. Journal of Broadcasting and Electronic
Media,
42(4), 457-474.
Chen, K., & Sockel,
H. (2004). The impact of interactivity on business website visibility. International journal of Web Engineering
and Technology, 1(2), 202–217.
Massey, B. L., & Levy,
M. R. (1999). Interactivity, online
journalism, and English-language web newspapers in Asia. Journalism
&
Mass Communication Quarterly, 76(1), 138-151.
Trammell,
K. D., Williams, A. P., Postelnicu, M., & Landreville, K. D.
(2006). Evolution of online campaigning: Increasing interactivity in
candidate Web sites and blogs through text and technical features. Mass Communication and Society, 9
(1), 21-44. http://blogresearch.com/articles/TRAMMELL%20ET%20AL%202006%20-%20Evolution%20of%20Online%20Campaigning%20Increasing%20Interactivity%20in%20Candidate%20Web%20Sites%20and%20Blogs%20Through%20Text%20and%20Technical%20Features.pdf#search=%22%22Trammell%22%20%22Evolution%20*%20Online%20Campaigning%22%22
Chou, C. (2003).
Interactivity and interactive functions in web-based learning systems:
A technical framework for designers. British
Journal of
Educational Technology, 34(3),265-279.
----------------
Week 8
(10/16/06): Analyzing
images on the Web.
3rd oral report: Design a content analysis study with a research question and a coding scheme
Read: Bell,
P. (2001). Content analysis of visual images. In T. van Leeuwen &
C. Jewitt
(eds.), Handbook of Visual Analysis (pp. 10-34). London:
Sage.
Würtz, E. (2005). A
cross-cultural analysis of websites from high-context cultures and
low-context cultures. Journal of
Computer-Mediated Communication, 11(1), article 13. http://jcmc.indiana.edu/vol11/issue1/wuertz.html
Scheidt, L., &
Wright, E. (2004). Common visual design elements of weblogs. http://blog.lib.umn.edu/blogosphere/common_visual.html
----------------
Week 9 (10/23/06): Analyzing images on the
Web. (cont.)
3rd
written report due: Study design
Read: van Leeuwen, T. (2001). Semiotics and iconography. In T. van Leeuwen & C. Jewitt (eds.), Handbook of Visual Analysis (pp. 92-118). London: Sage.
Schmidt-Isler, S. (2000).
The
language of digital genres. A semiotic investigation of style and
iconology on
the World Wide Web. Proceedings of the 33rd Hawaii
International Conference on System Sciences. Los Alamitos: IEEE
Press. http://www.computer.org/proceedings/hicss/0493/04933/04933012.pdf
Lambiase,
J. (2003). Codes of online sexuality: Celebrity, gender and
commerce on the web. Sexuality &
Culture, 7(3).
----------------
Week 10 (10/30/06): Rhetoric and ideology.
Read: Killian,
C. (2001). Effective web writing. http://www.webtechniques.com/archives/2001/02/kilian/
Marschall, D. (2002). Ideological discourses in
the making of Internet career sites. Journal
of Computer-Mediated Communication, 7(4). http://jcmc.indiana.edu/vol7/issue4/marschall.html
Fowler, R. (1991). 'Analytical tools: Critical
linguistics'
and 'Terms of abuse and of endearment.' Language in the News:
Discourse and
Ideology in the Press (pp.
66-90;
110-119). London: Routledge.
Kutz,
D., & Herring, S. C. (2005). Micro-longitudinal analysis of Web
news updates. Proceedings of the
38th Hawai'i International Conference on System Sciences (HICSS-38).
Los Alamitos: IEEE Press. http://ella.slis.indiana.edu/~herring/news.pdf
Week 11 (11/6/06): Culture and 'culturability'.
4th
oral report: Code a sample of your data and summarize using descriptive
statistics
Read: Barber,
W., & Badre, A. (1998). Culturability:
The merging
of culture and usability. Proceedings of the 4th Conference on
Human Factors
and the Web, June. http://www.cc.gatech.edu/gvu/people/albert.badre/abstracts.html
Robbins, S. S., &
Stylianou, A. C. (2001). A study of
cultural differences in global corporate Web sites. Journal of
Computer
Information Systems, 42, 3-9.
Callahan, E.
(2005). Cultural similarities and differences in the design of
university websites. Journal of
Computer-Mediated Communication, 11(1), article 12. http://jcmc.indiana.edu/vol11/issue1/callahan.html
----------------
Week 12 (11/13/06): Hypertextuality and link analysis.
Read: Kirschenbaum, M. (2000). Hypertext. In T. Swiss
(Ed.), Unspun: Key
Concepts for Understanding the World Wide
Web (pp. 120-137). NY and
London:
New York
University Press.
Foot, K.
A., Schneider, S. M., Dougherty, M.,
Xenos, M., & Larsen, E. (2003). Analyzing
linking practices: Candidate sites in the 2002
U.S. electoral web sphere. Journal of Computer-Mediated
Communication, 8(4). http://jcmc.indiana.edu/vol8/issue4/foot.html
Park, H. W., &
Thelwall, M. (2003). Hyperlink analyses
of the World Wide Web: A review. Journal of Computer-Mediated
Communication,
8(4). http://jcmc.indiana.edu/vol8/issue4/park.html
----------------
Week 13
(11/20/06): Web 2.0: Trends and future directions.
Challenges for Content Analysis.
Read:
O'Reilly,
T. (2005). What is Web 2.0?
Design patterns and business models for the next generation of
software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Hammond, T., Hannay, T., Lund, B., & Scott, J. (2005). Social
bookmarking tools (I): A general review. D-Lib Magazine, 11(4). http://www.dlib.org//dlib/april05/hammond/04hammond.html
Wagner, C. (2004). Wiki: A technology for conversational knowledge
management and group collaboration. Communications
of the AIS, 13, article 19, pp. 256-289. http://e-learning.pbwiki.com/f/CAIS%20Article%202004%20published.pdf
----------------
Bibliography
(references
about the web, content analysis studies of the web, and related methods
of web analysis)
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Argamon,
S., Koppel, M., Fine, J., & Shimoni, A.R. (2003). Gender, genre, and
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Arms,
W.,
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J.,
& Miller, H. (1999). Gender and web home pages. http://ess.ntu.ac.uk/miller/cyberpsych/cal99.htm
Arnold,
J.,
& Miller, H. (2000). Same old gender
plot? Women
academics' identities on the web. http://ess.ntu.ac.uk/miller/cyberpsych/gendplot.htm
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K., & Mannerheim, J. (2000). The
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http://www.ifla.org/IV/ifla66/papers/154-157e.htm
Barber,
W.,
& Badre, A. (1998). Culturability: The
merging of
culture and usability. Proceedings of the 4th Conference on Human
Factors and
the Web, June. http://www.cc.gatech.edu/gvu/people/albert.badre/abstracts.html
Bar-Ilan,
J. (2000). The Web as an information source on informetrics? A
content analysis. Journal of the
American Society for Information Science, 51(5), 432-443.
Bates,
M.J., & Lu, S. (1997). An exploratory profile of personal home
pages:
Content, design, metaphors. Online and CDROM Review, 21 (6): 331-340.
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C.,
& Scharl, A. (2000). Quantitative evaluation of web site content
and
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and Policy,
10: 31-43.
Bauer,
M.
(2000). Classical content analysis: A
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Image and
Sound (pp. 131-151). Thousand
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Sage.
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A.
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Bell,
A.
(1998). The discourse structure of news stories. In A. Bell & P.
Garrett
(eds.), Approaches to Media Discourse (pp. 64-104). Oxford:
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P.
(2001). Content analysis of visual images. In T. van Leeuwen & C.
Jewitt
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Sage.
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Benoit, P. J. (2000). The Virtual
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D. (1998). Banner Blindness: Web
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Berelson,
B. (1952). Content Analysis in Communication Research. Glencoe, IL: Free Press.
Berners-Lee,
T. (1996). The World Wide Web: Past, present and future. http://www.w3.org/People/Berners-Lee/1996/ppf.html
Berners-Lee,
T. (2000). Weaving the Web. The past, present and future of the
World Wide Web
by its inventor. London:
Orion Business Books.
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Last
updated
August 27, 2006
[1] This course does not address reciprocally interactive text-based computer-mediated communication (CMC) such as takes place in webboards, chat spaces, or via e-mail, instant messaging (IM), or short messaging service on mobile phones (SMS). Methods for analyzing content of that type are taught in L665: Computer-Mediated Discourse Analysis.