Tag Archives: interviewing

Interviewing Users by Steve Portigal


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Editor’s Note: This post for May’s Special Edition on ‘Talking to Companies about ethnography’ comes from Steve Portigal who has a new book out this month titled Interviewing Users. As someone who’s been in the trenches for decades now running his own successful consultancy, Steve has done a great deal of both ‘interviewing users’ and ‘talking to companies about ethnography.’ Below we take the opportunity to interview him! We at Ethnography Matters are also big fans of the ‘War Stories‘ series on his blog where interviewers report on the unexpected things that happen to them in the field.

Steve Portigal is the founder of Portigal Consulting, a bite-sized firm that helps clients to discover and act on new insights about themselves and their customers. Over the course of his career, he has interviewed hundreds of people, including families eating breakfast, hotel maintenance staff, architects, rock musicians, home-automation enthusiasts, credit-default swap traders, and radiologists. His work has informed the development of mobile devices, medical information systems, music gear, wine packaging, financial services, corporate intranets, videoconferencing systems, and iPod accessories. He blogs at portigal.com/blog and tweets at @steveportigal.

This interview is available en Español – Habitantes Experiencia Diseño Innovación

interviewing-users

Image courtesy of Rosenfeld Media

Ethnography Matters: First all Steve, congrats! We are so excited to have a copy of your book. Before diving into the specific questions, we want to know what motivated you to write this book?

Steve Portigal: Thanks! I’ve wanted to write a book from the time I was a little kid. I didn’t imagine it would be non-fiction, though! A lot of folks in the user experience and design worlds were feeling the need for a good book about this and my name came up as the author they’d want to see something from. I had been talking with Rosenfeld Media for a while about writing something, but it seemed like a daunting commitment. But when your peers are asking for it, it’s pretty compelling!

EM: So which part of the book was the most fun to write? Which part was the hardest?

SP: There were creative and intellectual challenges and rewards all the way along. A lot of the writing process was taking topics I had been speaking about for years and crafting the kind of text that is appropriate for a practitioner book. It was fun to revisit familiar points and find a better way to convey them. And then once in a while I’d hit on something that I maybe would typically gloss over in a presentation and realize I’d better dig a little deeper into myself and find away to explain something. The details of some of those moments are lost to memory, but the part of the process where I was discovering something by articulating it was pretty wonderful.

Read More… Interviewing Users by Steve Portigal

Digital Ethnography: Bridging the online and offline gap


Editor’s note: In this guest post, James Robson discusses how he used Google docs as a platform to conduct a series of life history interviews with Religious Education subject teachers in which he would ask interviewees to write about their lives in response to a few questions and then build on their responses with requests for clarification over the period of about 2 months. James writes that this format benefited from what is often seen as a weakness of email interviews  (the ability of interviewees to tap into the stories that people told about themselves) and enabled him to build sufficient trust among interviews to request face to face meetings, where he was able to use the narrative documents that they had produced as a stimulus for further questions. 

James Robson is a DPhil student at the Department of Education at Oxford University who is interested in ICT and religious education. He is currently focused on the contribution ICT can make to secondary school Religious Education (RE) teachers’ aspirations for their subject and how RE teachers perceive ICT as an aid to forging subject meaning.

Check out past posts from guest bloggers

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There are a few issues that always seem to come up again and again in the context of digital ethnography, but one of the most prominent is the issue of how to study phenomena or groups that exist across online and offline contexts.  An increasing number of studies take such a focus, often using various forms of multi-sited ethnography as suggested by Marcus.  However, such an approach can involve issues of disconnection between sites when the ethnographer moves between online and offline contexts and disconnected data gathering methods.  This problem is exemplified by a common research design, much criticized by Boellstorff in his chapter in Horst and Miller’s recent book, Digital Anthropology (2012), where researchers conduct interviews in isolation, paired with analysis of text from online communities.  This raises ontological and epistemological concerns relating to the extent to which culture can be consciously known by those within it and risks becoming a disconnected light analysis of more expansive issues.

This was a major concern (although there were many more) that I grappled with when starting my doctorate – investigating teachers’ use of online social spaces, focusing particularly on how online engagement with peers influences the construction of their professional identities.  Now that I’ve finished my fieldwork, am writing up, and am (hopefully) in my final year, I want to share here how I came up with a solution to the online-offline issue since it worked pretty well for me. Hopefully it might be useful for somebody else.

From the beginning it was clear to me that my field constituted multiple sites, both online and offline since secondary school teacher identity, even if partially constructed through interaction online, is still rooted and negotiated in other spaces – most obviously schools, but also conferences and continuing professional development (CPD) activities (e.g. training afternoons).  Therefore, I knew that I needed a way of bringing the online and offline together in a meaningful and holistic way (without failing to note the inherent differences between them).  My research design was essentially based around participant observations in three main online social spaces and several offline settings (mainly conferences and schools) and life history interviews.  Therefore, in the first instance, in order to ensure my observations were properly linked with my interviews, I recruited interviewees online through my own participation in the relevant online sites.

I then developed a slightly modified method of life history interviewing which would take place in both online and offline ethnographic contexts and would enhance certain aspects of each.  Building on the life history approach where the interviewer is viewed as a co-constructor of the participants’ narratives, I set up an online collaborative document, in this case a Google Doc, for each participant.  In it were some basic questions eliciting their life story in relation their use of the online social spaces I was studying, but also going further into their stories of how they became teachers, descriptions of their schools and examples of how their online interaction fits into their daily lives.  Then as part of an ongoing iterative process, lasting around two months, I placed questions inside the text and highlighted sections that required more information or clarification.  As time went on, these documents grew and grew into lengthy co-constructed narratives that were incredibly detailed and rich.Read More… Digital Ethnography: Bridging the online and offline gap