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Wilfrid Laurier University Course Outline SY 309F – Diaries and Big Data Instructor: Dr. L. Quirke Class times: Mondays and Wednesdays, 2:30-3:50pm, Arts 2C16 (519) 884-1970 ext. 2378 e-mail: lquirke_at_wlu.ca Office Hour: Wednesdays, 1-2pm Course Description: Online data and people’s everyday lives provide large repositories of data that sociologists can use to study social patterns. This course examines two nuanced and vast sources of data: time use research and “big” data. Online sites, including social media sites have generated vast swaths of data; analyzing these data help scholars to illuminate social patterns that explain the data, in light of relevant theoretical frameworks. This course will sensitize students to questions of using obtrusive time diary data and unobtrusive “big” data in an ethical manner. This course intends to provide students with a deeper understanding of research methods through learning about two methods of data collection and analysis: time use data and text mining. This course aims to provide a practical data analysis skills that students can later use to understand time use data (i.e. to collect data about how much time is spent on different daily activities) and text analysis. This course focuses on providing an introduction to time use patterns as they specifically relate to family life, as well as sociological text analysis methods. Learning Objectives To become familiar with time use data as a way of collecting information about how individuals and families spend their time To identify and evaluate ways of representing time use data Students will become familiar with methods scholars use to analyze textual online sources To learn how to mine data from online sources using text mining packages such as Chrome Web Scraper or similar programs To glean and critically analyze larger social patterns by looking at online textual data Learning Outcomes Students will collect primary data about their own time use through a time use diary, and will analyze these and their peers’ daily activities Students will compare and discuss different ways of presenting data Students will complete a review assessing the writings of three authors who have used these methods to collect data. Students will complete a final assignment that requires them to use a text mining package to collect data from textual online sources Students will critically analyze social patterns found within the content they have scraped from the internet as a component of their final assignment 1 Required Readings: Michelson, W. (2006) Time Use: Expanding Explanation in the Social Sciences. St. Paul, MN: Paradigm Publishers. Also, other assorted readings (see “lecture schedule” below) Evaluation Weight Diary/Journal Assignment Time Diaries Analysis 1-page Update on Final Presentation Group Presentations Participation 15% 25% 5% 30% 25% Due January 20th February 8th March 9th Weeks 11 and 12 -10% = weeks 2-6 -15% = weeks 7-12 Participation Students are expected to complete all required readings before class, attend all classes, actively participate in groupwork, computer work and class activities. Students are expected to communicate in a professional manner both online and in person, and contribute to class discussions with insightful and thoughtful comments based specifically on the readings in this class; not to simply express opinions, anecdotes or views on the topic of discussion. Participation grades will be based on the quantity and quality of each student’s respectful participation, including discussion (which must be informed by the readings) and effort in working with text mining software, which requires tenacity. You may receive up to 2% (for weeks 2-6) or 2.5% (for weeks 7-12) of your participation grade for each class you attend. If you miss a class, you will receive a zero for that day. Simply attending does not guarantee you full marks; students who aim to earn full or nearly full mark should participate fully, e.g. make numerous insightful comments which demonstrate that they have not only read the readings, but that they understand them, drawing links between that week’s readings, and readings from previous weeks. For working with text mining software, putting in time both in and outside of class will be rewarded, as students who make more than a minimal effort to understand and use text mining software and techniques will not only get more out of the course, but will be seen to be participating fully. In short, simply showing up to most classes and making a minimal effort will result in a mediocre participation grade. More information will be provided in class about how this professionalism/participation grade will be assessed. 2 Late Policy More information about assignments will be provided in class. No extensions will be granted; students are expected to plan ahead for this assignment. Penalty for lateness: 10% for weekdays, 20% per weekend. Students must keep a copy of assignments submitted in this course. Lecture Schedule: Week Week 1 Jan. 4/6 Topic Introduction to Time Use Data Reading Michelson, Chapter 1 Zuzanek, J. (2009). Time Use Research in Canada – History, Critique, Perspectives. Electronic International Journal of Time Use Research 6(2), 178-192. Young, C. and C. Lim (2014). “Time as a Network Good: Evidence from Unemployment and the Standard Workweek.” Sociological Science. Volume 1: 10-27. Week 2 Jan. 11/13 Looking Sociologically at Time Use Michelson, Chapter 2 Hilbrecht, M. J. Zuzanek and R. Mannell (2008) “Time Use, Time Pressure and Gendered Behaviour in Early and Late Adolescence” Sex Roles 58 (5): 342-357. Bianchi, S. M., Milkie, M. A., Sayer, L. C., & Robinson, J. P. (2000). Is anyone doing the housework? Trends in the gender division of household labor. Social forces, 79(1), 191-228. Week 3 Jan. 18/20 Time Diary Data: It’s Complicated Kahneman, D. et al. (2004) “A Survey Method for Characterizing Daily Life Experiences: The Day Reconstruction Methods” (DRM) Science 306: 17761780. Michelson, Chapter 7 “Patterns beneath the Surface: The Texture of Multitasking” Kenyon, S. (2008). Internet Use and Time Use: The importance of multitasking. Time & Society, 17(2-3), 283-318. 3 Week 4 Jan. 25/27 Time Use and Families Michelson, Chapter 8 “Social Contact and Family Dynamics in Temporal Perspective” Graesch, A. (2009). “Material Indicators of Family Busyness”. Social Indicators Research. 93(1): 85-94. Week 5 Feb. 1/3 Time Use and Families, continued. Cawley, J. and F. Liu (2012). “Maternal Employment and Childhood Obesity: A Search for Mechanisms in Time Use Data” Economics & Human Biology. 10(4): 352364. Pacholok, S. and A. Gauthier (2010). “Non-Participant Fathers in Time-Use Studies: Uninvolved or Data Artifact?” Social Indicators Research 96(2): 249-66. Week 6 Feb. 8/10 Time Diary Workshop: What Does This All Tell Us? Daly, K. J. (2001). Deconstructing family time: From ideology to lived experience. Journal of marriage and family, 63(2), 283-294. Michelson, Chapter 3 “Directions of Analysis and Their Implications” Week 7 Feb. 22/24 Time Data Wrap Up Duncheon, J. C., & Tierney, W. G. (2013). Changing and conceptions of time implications for educational Introduction to research and practice. Review of educational Text Mining research. 83(2): 236-72. Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17). Bail, C. (2014). “The Cultural Environment: Measuring Culture with Big Data” Theory and Society, vol. 43. Week 8 Feb. 29/Mar. 2 Text Mining MacMillan, K. (2005) “More than Just Coding? Evaluating CAQDAS in a Discourse Analysis of News Texts” Forum: Qualitative Social Research 6(3). http://www.qualitativeresearch.net/index.php/fqs/article/viewArticle/28 McLevey, John (reading TBA) 4 Week 9 Mar. 7/9 Computer Assisted Qualitative Data Analysis Software Monday, March 7th: Lab Workshop Weisz, D. (2013) “Top Tools for Grabbing Data, No Coding Necessary” Reporters’ Lab: Tools, Techniques & Research for Public Affairs Reporting http://www.reporterslab.org/scraping-roundup/ March 9th: White, M., M. Judd and S. Poliandri (2012). “Illumination with a Dim Bulb? What do Social Scientists Learn by Employing Qualitative Data Analysis Software (QDAS) in the Service of Multi-Method Designs?” Sociological Methodology 42(1): 43-76. Week 10 Mar. 14/16 Text Analysis Workshop Carley, K. and M. Palmquist (1992). “Extracting, Representing, and Analyzing Mental Models” Social Forces 70(3): 601-36. Ignatow, G. (2009) “Culture and Embodied Cognition: Moral Discourses in Internet Support Groups for Overeaters” Social Forces 88(2): 643-69. Bail, C. (2012) “The Fringe Effect: Civil Society Organizations and the Evolution of Media Discourse about Islam since the September 11th Attacks” American Sociological Review 77(6): 855-879. Week 11 Mar. 21/23 Semantic and Sentiment Analysis Manovich, L. (2012). Trending: The Promises and the Challenges of Big Social Data in Gold, M. (ed.) Debates in the Digital Humanities. Minneapolis, MN: University of Minnesota Press: 460-75. Data Presentations: What can Text Mining Tell You? Job Talk Presentations: What can you Tell me about Text Mining? Week 12 Course Wrap-Up Presentations (continued) Mar. 28/30 Please contact me promptly if you are struggling in the course, or if you need some assistance. Please do not wait until the end of the semester! Feel free to approach me to chat if you have any questions, need clarification, or are having trouble in the course. My aim is for each student to do well in this course – please come and see me if you need help. 5 Grade Appeals Assignments will be returned in class, and correct answers will be reviewed. If you have missed taking up an assignment in class, be sure to get the notes from a classmate before coming to discuss your exam results with me. I am happy to meet with you to discuss your grade – please wait for 24 hours before approaching me, either in person or over e-mail, to arrange to meet to discuss your grade. This allows for time to review or go over the correct exam answers taken up in class. Students who would like something re-graded must detail in writing (i.e. 1/2 page or so) exactly why they deserve a higher grade. An exam cannot be remarked without valid reason, such as errors in addition. Students must approach me to discuss/appeal their exam within 3 weeks after assignments have been returned, students’ class absences notwithstanding. Students’ Responsibilities Class Participation and Attendance: Students are responsible for all course material, including announcements made in lecture, information posted on My Learning Space, all course readings (textbook, reserve readings). To do well in this course, you should attend all lectures, complete all readings and assignments. If you do not attend a lecture, you are responsible for obtaining notes from a classmate. Please don’t contact the instructor about this. Lecture notes are not provided online. I do not post lecture notes in advance of the class, or after the class has finished. Classroom Disruptions Please be respectful of other students and myself. Please don’t talk while other students are talking or trying to listen. Please come to class on time. Mobile devices of any kind are not permitted in this course except for accessibility reasons or extenuating situations. The latter will be assessed on a case-by-case basis. Failure to comply with this policy will result in you being asked to leave the classroom for all or part of the course. Students must place their phones on a desk at the front of the classroom each lecture, and leave them there for the duration of class, each week. Communication The best way to communicate with me is in person (i.e. before or after class). My office hours are listed at the beginning of this syllabus. At any time, feel free to meet with me to discuss readings, lectures, assignments, or other matters relevant to this course. My Learning Space: Course information (except for lecture notes) will be available on My Learning Space. Check the 6 course website for information updates. Please only send me messages through my GroupWise e-mail account, not through MyLS. Sending e-mail: please send all e-mail from your official Laurier e-mail address (hotmail, yahoo, gmail messages, etc. may get caught in our spam filters) to my Groupwise WLU account, not MyLS Be sure to include “SY 309F” in the subject line, so that I know that your message is course-related. Please be patient when waiting for e-mail responses - I do my best to respond quickly (i.e. within 24 hours on weekdays) Fall/Winter 2015-2016 Additional Information Student Awareness of the Accessible Learning Centre: Students with disabilities or special needs are advised to contact Laurier’s Accessible Learning Centre for information regarding its services and resources. Students are encouraged to review the Calendar for information regarding all services available on campus. Guidelines regarding the consideration of such students can be obtained by contacting the Accessible Learning Centre, ext. 3086, http://waterloo.mylaurier.ca/accessible/info/home.htm Academic and Research Misconduct: Academic misconduct is an act by a student, or by students working on a team project, which may result in a false evaluation of the students(s), or which represents a deliberate attempt to unfairly gain an academic advantage. Academic misconduct includes: please refer to web site: http://www.wlu.ca/page.php?grp_id=2505&p=11452 Wilfrid Laurier University uses software that can check for plagiarism. Students may be required to submit their written work in electronic form and have it checked for plagiarism. Examination Deferrals: The academic date section of the 2015/2016 calendar: https://legacy.wlu.ca/calendars/section.php?cal=1&s=702&sp=2508&ss=2960&y=65#Deferred_ Examination_Policy (Deferred Examination Policy section) clearly states the examination policy and date period for each semester. Students must note that they are required to reserve this time in their personal calendars for the examinations. The examination period for this school year is: April 7 - 23. Students who are considering registering to write MCAT, LSAT or GMAT or a similar examination, should select a time for those examinations that occurs outside the University examination period. For additional information regarding special circumstances for examination deferment, consult the Examination Policy web site and check the Deferred Examination Policy section: https://legacy.wlu.ca/calendars/section.php?cal=1&s=702&sp=2508&ss=2960&y=65#Deferred_ Examination_Policy (Special Examinations section) of the 2015/2016 University on-line calendar. 7 The up to date, official Academic Calendar is posted on Wilfrid Laurier University’s web site at http://legacy.wlu.ca Go to Academic Info/Academic Calendars/Undergraduate Academic Calendar/2015/2016 8