Apart from the main questions, follow-up questions such as, “Could you tell me more about it?” or “Could you give me an example?” were also used to seek further explanation or to add details to an issue of interest. It was intended that the interview questions and follow-up questions avoided using terminologies or jargon because “participatory library” and “Library 2.0” were not always terms with clear definitions. Lay language was also used in probing questions to orient participants to the phenomenon of study.
Data analysis was implemented simultaneously with data collection and adhered to grounded theory principles (Bryant & Charmaz, 2007; Corbin & Strauss, 2008; Glaser & Strauss, 1967; Tan, 2010). This means that the data analysis started right after the first interview. A technique called “constant comparison” was used throughout the analysis stage. The findings (i.e. initial concepts and categories) resulting from the first interview served as the basis for the second interview. This approach was applied until t...
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Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, California: Sage Publications.
Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory. Thousand Oaks, California: Sage Publications.
Tan, J. (2010). Grounded theory in practice: issues and discussion for new qualitative researchers. Journal of Documentation, 66(1), 93-112.
Widén-Wulff, G., Huvila, I., & Holmberg, K. (2009). Library 2.0 as a new participatory context. In M. Pagani (Ed.), Encyclopedia of Multimedia Technology and Networking, Second Edition (pp. 842-848): IGI Global.
Xu, C., Ouyang, F., & Chu, H. (2009). The academic library meets Web 2.0: applications and implications. The Journal of Academic Librarianship, 35(4), 324-331.
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