Field notes

While conducting observational research, it is essential for the researcher to maintain comprehensive field notes, which can be later analyzed as qualitative or quantitative data if specific indicators are established. Field notes refer to written observations made during or immediately after participant observations and are considered crucial for comprehending phenomena encountered in the field. Field notes may include scratch notes, diaries, and journals. These notes can be combined with interviews and focus groups or used as standalone text for analysis. They provide a collection of documents that capture the researcher's observations and experiences in a particular setting or environment. Given that this type of research takes place in a natural, non-experimental setting, the researcher should be prepared for unexpected changes in the environment or unforeseen actions by the individuals being observed (Allen, 2017; Frey, 2018).To ensure accuracy and clarity, it is recommended to write field notes in a chronological order. A useful tip for researchers is to utilize shorthand techniques while taking notes in the field. They can use mnemonic devices, such as symbols or acronyms, as shorthand to quickly jot down notes and easily comprehend them when they review them later.

Prior to commencing observational research, it is necessary to determine whether to act as an observer or a participant in the study, as well as the method for taking field notes. When documenting field notes, it is crucial to note the physical setting and spatial arrangement, such as the room's layout and the placement of objects. Additionally, during the observation, the researcher should pay close attention to people's actions, behaviors, and verbal communication. These are all significant aspects that should be observed and recorded in the field notes (Allen, 2017; Frey, 2018).

There are many ways to take field notes, which often depend on the observation method and comfort of the person doing the fieldwork, but there are generally four ways in which to record them: descriptive, reflective (Allen, 2017), inferential, and/or evaluative (Frey, 2018).

Descriptive field notes are highly detail-oriented and specific, providing a description of who was involved, where the situation took place, what was said by whom, and how people responded. Writing down quotes is helpful. Descriptive field notes can be thought of as the tangible, physical, objective interpretation of what was going on during the observation period (Allen, 2017; Frey, 2018; Spradley, 1980).

Reflective field notes are much more subjective in nature and create the space for the researcher to tap into his/her own personal interpretation. At this level of recording field notes, the researcher has the opportunity to offer critical insight, inferences about behavior, and speculation as to what is taking place and why (Allen, 2017).

Inferential field notes require that researchers understand that they are making inferences—interpretations and assumptions that extend beyond the data—about what is being observed and the underlying motives, effects, and/or emotions of the events and behaviors observed (Frey, 2018).

Evaluative field notes mean that researchers are consciously making inferences and judgments about the nature and motives of the behaviors or events observed (Frey, 2018).

There are particular differences between the forms of field notes, but sometimes these lines can be blurry.

According to Spradley, observation involves different stages. The first stage is descriptive observation, where researchers make broad observations to understand the overall setting. The second stage is focused observation, where researchers narrow their attention to specific activities that interest them the most. Finally, the third stage is selective observation, where researchers investigate the relationships among the elements they have chosen as the most interesting (Spradley, 1980).

After the observation is done and the researcher leaves the setting for the day, field notes should be expanded into a descriptive narrative form, and additional information or questions that may arise should be written down. Atkinson (1992) defined these notes as inscriptions where the researcher constructs and reconstructs social phenomena. To characterize the process of paying attention to contextual detail in observing and interpreting social meaning when conducting qualitative research, the term thick description is used when the researcher takes into account not only the immediate behaviors in which people are engaging but also the contextual and experiential understandings of those behaviors that render the event or action meaningful (Geertz, 1973; Mills et al., 2010). Writing field notes is a time-consuming endeavor that requires dedication and commitment, but if planned and executed well, it can provide new and insightful, nuanced information related to unknown or understudied social contexts (Allen, 2017; Frey, 2018).

Emerson, Fretz, and Shaw (2011) believe that writing field notes requires that a researcher develops specific skills, including the following:

  1. moving from a theory (or a problem statement) to what is in focus/observed;
  2. understanding the theoretical construction of the study’s focus and guiding questions;
  3. learning to engage in a disciplined way with what one sees and hears while taking detailed notes while in the setting;
  4. capturing social interactions in words (i.e., observing and writing about the order or sequence of actions);
  5. learning to write an analysis that is conscious of stylistic and representational choices; and
  6. seeking the perspectives, language, and indigenous concepts of insiders in the setting.

Researchers should be aware that questions may be raised regarding whether the social context was impacted by the observer’s presence. Is the reporting of field notes an objective, measurable approach to research? Can researchers provide an objective review of the context once they are immersed in it (Allen, 2017)? Although he/she may take steps to minimize any direct impact or interference on the setting, the very fact of his/her presence means the situation has changed, and it is therefore vital that the fieldworker adopt a reflexive stance throughout their fieldwork. Consequently, who the researcher is may have an impact on the interpretation he/she gives to the events witnessed and also on the extent to which and in what capacity it is possible to participate in events. For example, characteristics such as gender, ethnicity, age, and social class may affect the role a fieldworker might play in any given situation (Pole & Hillyard, 2016)