Notes from our meeting

Here are some initial notes on the ILA...

Structure of the course

Week one: 3hr intro class
Wks 2-4: Independent research and drop-in sessions
Wk 5: group presentation


KEY QUESTIONS/issues

* What is the task? What is the focus?: the aim is, perhaps: "to use stories to explore differences in perception of health and disease"

* Why are we doing this? See various rationales

* What are they going to do? When? How? In their research, they can use published stories (perhaps also health/illness blogs) as well as obtain interviews from patients. Note: Contact Philip Chan re the practicalities of getting interviews. Is it really feasible for them to get interviews from patients, doctors and nurses?...)

* - are they going to be working in groups or pairs? My feeling has been that small groups are better, although Joy suggested pairs might work well. In light of the tight time frame on this, and that we are hoping they will be adventurous in their presentations, I wonder whether this will be a lot to ask of two people to get done?

* contact Bob Petrulis re MRSA work

* research whether to use Minerva or MOLE

* Decide on key (guided) readings for each week



First session

Three hours long - input from Joy and Brendan. Having made this list below, there seems to be quite a bit to fit in.... Some things which might be covered in this session:

* The details of the task: what is required

* the difference between qualitative and quantitative research

* the values of qualitative research

* the difference between (taking) a 'history', and a narrative

* Introduction to 'narrative' (what is narrative? philosophical issues)

* the philosophical basis of this exercise/class; c.f. Blanchot/ Levinas: the ethics of encounter

* Power and narrative (white coat syndrome) – how to elicit a ‘good’ story

* Journalling ( ie Reflection/ reflective writing - but don't call it that...)

* Group work - blogs: research whether to use Minerva or MOLE

* Comprehensive documentation to be available via the course website before week one. Students to be referred to, and walked through, course site during seminar. Decide on key (guided) readings for each week, and also prepare additional reading list


Assessment

Two elements to the assessment:

1. Group presentations (how long? - 10-15mins per group + questions?)
2. Individual writing on the task - 1000 words

* Marked on a pass/fail basis
* Hand in individual written work a week after the presentations in order to take account of them – ‘prescribed/progressive freedom’ – allow leeway; genres; quotes; triangle;