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		<id>https://rhetorclick.com/index.php?title=Blythe,_Stuart_%22Coding_Digital_Texts_and_Multimedia%22&amp;diff=2600&amp;oldid=prev</id>
		<title>Katie T. at 02:36, 17 April 2012</title>
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				<updated>2012-04-17T02:36:23Z</updated>
		
		<summary type="html">&lt;p&gt;&lt;/p&gt;
&lt;table style=&quot;background-color: white; color:black;&quot;&gt;
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		&lt;td colspan='2' style=&quot;background-color: white; color:black;&quot;&gt;← Older revision&lt;/td&gt;
		&lt;td colspan='2' style=&quot;background-color: white; color:black;&quot;&gt;Revision as of 02:36, 17 April 2012&lt;/td&gt;
		&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 1:&lt;/td&gt;
&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 1:&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;-&lt;/td&gt;&lt;td style=&quot;background: #ffa; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts. &lt;del class=&quot;diffchange diffchange-inline&quot;&gt; &lt;/del&gt;He breaks his argument up into two main sections &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;- &lt;/del&gt;“Methods” and “Methodology.”&amp;nbsp; In the first section, Blythe breaks down the coding procedure step by step beginning with how to choose your &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;artifact &lt;/del&gt;and finishing with how to analyze your results. Blythe &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;explained methods &lt;/del&gt;of coding in a sequential order&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;, the first of which is &lt;/del&gt;defining sets &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;and &lt;/del&gt;selecting samples&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;. The second being &lt;/del&gt;defining a unit of analysis &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;(verbal and non-verbal Verbal) as being the aspects of spoken or written discourse &lt;/del&gt;such as words, &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;t&lt;/del&gt;-units, exchanges, rhetorical units,&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;and &lt;/del&gt;non-verbal &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;being &lt;/del&gt;cues such as facial expressions and intonation&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;. The third being coding visuals. The fourth being coding links which is followed by instructions for coding for manifest or latent content. Next being &lt;/del&gt;creating a set of codes&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;. During this step it is important to Blythe that the coder is flexible on defining the codes (216). &lt;/del&gt;He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data. &lt;del class=&quot;diffchange diffchange-inline&quot;&gt; &lt;/del&gt;To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).&amp;nbsp; In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals. &lt;del class=&quot;diffchange diffchange-inline&quot;&gt; &lt;/del&gt;The main argument he addresses is that the individual gets lost in data coding, where the focus is on the “big picture” (226). &lt;del class=&quot;diffchange diffchange-inline&quot;&gt; &lt;/del&gt;Blythe &lt;del class=&quot;diffchange diffchange-inline&quot;&gt;humbly &lt;/del&gt;states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts. He breaks his argument up into two main sections&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;: &lt;/ins&gt;“Methods” and “Methodology.”&amp;nbsp; &amp;nbsp;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In the first section, Blythe breaks down the coding procedure step&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;-&lt;/ins&gt;by&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;-&lt;/ins&gt;step&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;, &lt;/ins&gt;beginning with how to choose your &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;artifacts &lt;/ins&gt;and finishing with how to analyze your results. Blythe &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;explains the steps &lt;/ins&gt;of coding in a sequential order&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;: &lt;/ins&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;* &lt;/ins&gt;defining sets&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;* &lt;/ins&gt;selecting samples&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;* &lt;/ins&gt;defining a unit of analysis such as words, &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;T&lt;/ins&gt;-units, exchanges, &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;and &lt;/ins&gt;rhetorical units, &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;or &lt;/ins&gt;non-verbal cues such as facial expressions and intonation&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;* &lt;/ins&gt;creating a set of codes&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data. To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).&amp;nbsp; &amp;nbsp;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;Blythe discusses in depth the difference between manifest content, which obviously belongs to one category or another, and latent content, which is less clearly defined and could be interpreted in a variety of ways. He suggests several methods, such as scanning data before coding begins to identify latent content, to make sure coding of latent content stays consistent. &lt;/ins&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals. The main argument he addresses is that the individual &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;often &lt;/ins&gt;gets lost in data coding, where the focus is on the “big picture” (226). &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;He discusses the ethics of critical research as it can be tied to data coding and suggests that researchers should always remember they are studying communication by human beings, not faceless research subjects.&lt;/ins&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;Blythe states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;== Glossary Terms ==&lt;/ins&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&amp;#160;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td colspan=&quot;2&quot;&gt;&amp;nbsp;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;The following key terms are defined in the [[Glossary]]: comprehensive sampling, convenience sampling, criterion sampling, data coding, evidentials, latent content, manifest content, method, methodology, nonverbal units, random sampling, rhetorical units, T-units, verbal units&lt;/ins&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;/table&gt;</summary>
		<author><name>Katie T.</name></author>	</entry>

	<entry>
		<id>https://rhetorclick.com/index.php?title=Blythe,_Stuart_%22Coding_Digital_Texts_and_Multimedia%22&amp;diff=2031&amp;oldid=prev</id>
		<title>Rhiann at 16:20, 12 April 2012</title>
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				<updated>2012-04-12T16:20:25Z</updated>
		
		<summary type="html">&lt;p&gt;&lt;/p&gt;
&lt;table style=&quot;background-color: white; color:black;&quot;&gt;
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		&lt;td colspan='2' style=&quot;background-color: white; color:black;&quot;&gt;← Older revision&lt;/td&gt;
		&lt;td colspan='2' style=&quot;background-color: white; color:black;&quot;&gt;Revision as of 16:20, 12 April 2012&lt;/td&gt;
		&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 1:&lt;/td&gt;
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&lt;tr&gt;&lt;td class='diff-marker'&gt;-&lt;/td&gt;&lt;td style=&quot;background: #ffa; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.&amp;nbsp; He breaks his argument up into two main sections - “Methods” and “Methodology.”&amp;nbsp; In the first section, Blythe breaks down the coding procedure step by step beginning with how to choose your artifact and finishing with how to analyze your results. Blythe explained methods of coding in a sequential order, the first of which is defining sets and selecting samples&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;, &lt;/del&gt;The second being defining a unit of analysis (verbal and non-verbal Verbal) as being the aspects of spoken or written discourse such as words, t-units, exchanges, rhetorical units,and non-verbal being cues such as facial expressions and intonation. The third being coding visuals. The fourth&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;, &lt;/del&gt;coding links which is followed by coding for manifest or latent content. Next being creating a set of codes. During this step it is important to Blythe that the coder is flexible on defining the codes (216). &lt;del class=&quot;diffchange diffchange-inline&quot;&gt; &lt;/del&gt;He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data.&amp;nbsp; To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).&amp;nbsp; In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals.&amp;nbsp; The main argument he addresses is that the individual gets lost in data coding, where the focus is on the “big picture” (226).&amp;nbsp; Blythe humbly states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.&amp;nbsp; He breaks his argument up into two main sections - “Methods” and “Methodology.”&amp;nbsp; In the first section, Blythe breaks down the coding procedure step by step beginning with how to choose your artifact and finishing with how to analyze your results. Blythe explained methods of coding in a sequential order, the first of which is defining sets and selecting samples&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;. &lt;/ins&gt;The second being defining a unit of analysis (verbal and non-verbal Verbal) as being the aspects of spoken or written discourse such as words, t-units, exchanges, rhetorical units,and non-verbal being cues such as facial expressions and intonation. The third being coding visuals. The fourth &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;being &lt;/ins&gt;coding links which is followed by &lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;instructions for &lt;/ins&gt;coding for manifest or latent content. Next being creating a set of codes. During this step it is important to Blythe that the coder is flexible on defining the codes (216). He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data.&amp;nbsp; To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).&amp;nbsp; In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals.&amp;nbsp; The main argument he addresses is that the individual gets lost in data coding, where the focus is on the “big picture” (226).&amp;nbsp; Blythe humbly states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;/table&gt;</summary>
		<author><name>Rhiann</name></author>	</entry>

	<entry>
		<id>https://rhetorclick.com/index.php?title=Blythe,_Stuart_%22Coding_Digital_Texts_and_Multimedia%22&amp;diff=2029&amp;oldid=prev</id>
		<title>Rhiann at 16:17, 12 April 2012</title>
		<link rel="alternate" type="text/html" href="https://rhetorclick.com/index.php?title=Blythe,_Stuart_%22Coding_Digital_Texts_and_Multimedia%22&amp;diff=2029&amp;oldid=prev"/>
				<updated>2012-04-12T16:17:59Z</updated>
		
		<summary type="html">&lt;p&gt;&lt;/p&gt;
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		&lt;td colspan='2' style=&quot;background-color: white; color:black;&quot;&gt;Revision as of 16:17, 12 April 2012&lt;/td&gt;
		&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 1:&lt;/td&gt;
&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 1:&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;-&lt;/td&gt;&lt;td style=&quot;background: #ffa; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.&amp;nbsp; He breaks his argument up into two main sections - “Methods” and “Methodology.”&amp;nbsp; In the first section, Blythe breaks down the coding procedure step by step beginning with how to choose your artifact and finishing with how to analyze your results.&amp;nbsp; He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data.&amp;nbsp; To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).&amp;nbsp; In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals.&amp;nbsp; The main argument he addresses is that the individual gets lost in data coding, where the focus is on the “big picture” (226).&amp;nbsp; Blythe humbly states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;background: #cfc; color:black; font-size: smaller;&quot;&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.&amp;nbsp; He breaks his argument up into two main sections - “Methods” and “Methodology.”&amp;nbsp; In the first section, Blythe breaks down the coding procedure step by step beginning with how to choose your artifact and finishing with how to analyze your results&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;. Blythe explained methods of coding in a sequential order, the first of which is defining sets and selecting samples, The second being defining a unit of analysis (verbal and non-verbal Verbal) as being the aspects of spoken or written discourse such as words, t-units, exchanges, rhetorical units,and non-verbal being cues such as facial expressions and intonation. The third being coding visuals. The fourth, coding links which is followed by coding for manifest or latent content. Next being creating a set of codes. During this step it is important to Blythe that the coder is flexible on defining the codes (216)&lt;/ins&gt;.&amp;nbsp; He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data.&amp;nbsp; To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).&amp;nbsp; In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals.&amp;nbsp; The main argument he addresses is that the individual gets lost in data coding, where the focus is on the “big picture” (226).&amp;nbsp; Blythe humbly states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;/table&gt;</summary>
		<author><name>Rhiann</name></author>	</entry>

	<entry>
		<id>https://rhetorclick.com/index.php?title=Blythe,_Stuart_%22Coding_Digital_Texts_and_Multimedia%22&amp;diff=1871&amp;oldid=prev</id>
		<title>Rebecca B: Created page with &quot;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.  He breaks his argument up into two main sections - “Methods” ...&quot;</title>
		<link rel="alternate" type="text/html" href="https://rhetorclick.com/index.php?title=Blythe,_Stuart_%22Coding_Digital_Texts_and_Multimedia%22&amp;diff=1871&amp;oldid=prev"/>
				<updated>2012-03-23T23:54:43Z</updated>
		
		<summary type="html">&lt;p&gt;Created page with &amp;quot;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.  He breaks his argument up into two main sections - “Methods” ...&amp;quot;&lt;/p&gt;
&lt;p&gt;&lt;b&gt;New page&lt;/b&gt;&lt;/p&gt;&lt;div&gt;In his article, Blythe discusses why he believes coding to be an important device when analyzing digital texts.  He breaks his argument up into two main sections - “Methods” and “Methodology.”  In the first section, Blythe breaks down the coding procedure step by step beginning with how to choose your artifact and finishing with how to analyze your results.  He explains that, “Essentially, analysis involves finding patterns and interesting anomalies in the coded data.  To some extent, analysis may be an intuitive process based upon a researcher’s ability to find interesting trends in the data” (220).  In the methodology section of his article, Blythe addresses arguments against coding and provides rebuttals.  The main argument he addresses is that the individual gets lost in data coding, where the focus is on the “big picture” (226).  Blythe humbly states in his conclusion, “The key to data coding, then, is knowing what it will reveal and conceal, and to combine it with other methods in order to create a more complete picture” (226).&lt;/div&gt;</summary>
		<author><name>Rebecca B</name></author>	</entry>

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