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The purpose of this paper is to examine whether and how a methodological coupling of visualisations of trace data and interview methods can be utilised for information practices studies.

Trace data visualisation enquiry is suggested as the coupling of visualising exported data from an information system and using these visualisations as basis for interview guides and elicitation in information practices research. The methodology is illustrated and applied through a small-scale empirical study of a citizen science project.

The study found that trace data visualisation enquiry enabled fine-grained investigations of temporal aspects of information practices and to compare and explore temporal and geographical aspects of practices. Moreover, the methodology made possible inquiries for understanding information practices through trace data that were discussed through elicitation with participants. The study also found that it can aid a researcher of gaining a simultaneous overarching and close picture of information practices, which can lead to theoretical and methodological implications for information practices research.

Trace data visualisation enquiry extends current methods for investigating information practices as it enables focus to be placed on the traces of practices as recorded through interactions with information systems and study participants' accounts of activities.

The purpose of this paper is twofold. First, it brings forth a methodology of “traces” for organizational ethnography of the shadow, also understood as the realm of the repressed. Second, it highlights the emotional disconnect that organizational ethnographers encounter in traumatized communities and provides suggestions to bridge them.

The paper – drawing on autoethnography – incorporates the author’s fieldwork experiences conducted with market women in postconflict Monrovia, Liberia. In the tradition of “confessional tales,” it includes vignettes from fieldnotes and in-depth qualitative interviews.

The paper highlights three types of traces for research on the shadow: memorial, interactional, and material.

The paper is important because it provides a methodology to recover information pertaining to the organizational shadow, where silence, absence, and suppression dominate. It extends existing literature focused on visuality to consider alternative and holistic epistemologies in line with African worldviews.

This paper will help practitioners working with traumatized communities as it suggests the use of memory as a more indirect route to recover information rather than direct questioning.

The paper juxtaposes poignant stories with academic prose and is valuable in terms of content and form. First, it addresses the topics of emotion and discomfort, seldom incorporated in organization studies. Second, it is valuable to scholars wishing to experiment with more intuitive forms of writing.

Institutional ethnography is a method of inquiry that brings attention to people’s everyday work while simultaneously highlighting broader sites of administration and governance that may be organising that work. The purpose of this paper is to argue that the integration of institutional ethnography in health information practice research represents an important shift in the way that Library and Information Science professionals and researchers study and understand these practices.

This paper first explores the key tenets and conceptual underpinnings of Dorothy Smith’s institutional ethnography, illuminating the importance of moving between translocal and the local contexts and identifying ruling relations. Drawing from a library and information science study that combined interviews and textual analyses to examine the social organisation of family caregivers’ health-related information work, the paper then explores the affordances of starting in the local particularities and then moving outwards to the translocal.

The paper concludes with an overall assessment of what institutional ethnography can contribute to investigations of health information practices. By pushing from the local to the translocal, institutional ethnography enables a questioning of existing library and information science conceptualisations of context and of reappraising the everyday-life information seeking work/non-work dichotomy. Ultimately, in considering both the local and the translocal, institutional ethnography casts a wider net on understanding individuals’ health information practices.

With only two retrieved studies that combine institutional ethnography with the study of health information practices, this paper offers health information practice researchers a new method of inquiry in which to reframe the application of methods used.

Critical ethnography first emerged as a distinctive research approach in education studies in the late 1960s (Anderson, 1989, p. 250). It has now achieved a degree of respectability and has taken its place as part of the qualitative tradition in universities (Jordan & Yeomans, 1995, p. 399). Critical ethnography reflects what Geertz (1983) identified as a ‘blurring of genres’. As the name suggests, it is marked by a confluence of interpretivist field studies and critical streams of thought (Goodman, 1998, p. 51). These converging streams, arising from a variety of sources and pushed along by the currents of Marxist, neo-Marxist and feminist social theory, swirl together into a dynamically enriched mixture of the methods and theories of anthropology, sociology and education. Not surprisingly the streams formed in different parts of the globe, while composed of all of the elements just named, are configured slightly differently. As Priyadharshini (2003, p. 421) recently noted in comparing British and American strands of educational ethnography, the Western side of the Atlantic is marked by a much stronger tradition of educational anthropology than in the UK. And these differences make a difference.

In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a greater impact than it did when written and shelved over a decade ago. This insider’s journey in reclaiming teaching, conducted within a public high school in Australia, captures the author’s experiences of daily events and is intertwined with the narratives of other teachers interviewed. This ethnography occurred during the implementation of a ‘School Development Plan’ that was sweeping swiftly though the institution. The execution of this plan was unreservedly implemented with little, if any, consultation, explanation or collaboration with the teachers on site. Even though it had been anticipated, and indeed encouraged to publish from this nascent thesis, it did not happen. In reaching for it once again off the shelf, dusty and neglected, was the discovery of a ‘lost thing’. This was a recommendation ‘found’ on the final pages of the thesis; that if one should choose to partake in a similar journey in reclaiming teaching, then they would be wise to garner the support of significant ‘others’. Throughout this chapter, the author finds her own silenced voice (no longer a nom de plume) and the voices of her neglected colleagues to ‘speak back’ to neoliberal policy practice with renewed confidence and clarity. It is the teachers’ voices within their collective ‘present’ that this ethnography unifies and provides transforming nexus points and dialogic spaces to discover, and also maintain hope, possibility, trust, respect and relationships in teaching.

The purpose of this paper is to examine the workplace experiences of women employees during maternity and post-maternity periods to reveal the institutional order that coordinated the social relations and shaped their experiences through local and extra-local texts.

The institutional ethnography research framework allowed for mapping of workplace experiences of women employees during their maternity and post-maternity periods in their local context, connecting them to the invisible extra-local social relations.

The research study explored the disjuncture between the gender diversity initiatives that aimed at the inclusion of women employees and the workplace experiences of women employees in terms of work disengagement and work role degradation, including career discontinuity.

The gender diversity and inclusion initiatives of an organization need to examine the local and extra-local institutional texts that govern their context and coordinate social relations, such that there is no inconsistency between the intentions, implementation and outcomes.

The state needs to revisit the maternity benefit act to provide additional measures to protect the career continuity of women, who choose maternity at some point in their work lives.

The paper explored the institutional order that influences the career continuity of women employees during maternity and post-maternity periods using institutional ethnography research framework in an information technology services organization in India. No such research study has even been attempted.

This article examines the interventions from municipality, state and other actors in the Gellerup estate, a Danish “ghetto” by focusing on the youth problem and its construction, by examining a cross-disciplinary academic workshop intending to “solve the youth problem” of the estate.

The article is based on the two authors' participation in the academic workshop, as well as their continued engagement with the Gellerup estate through separate project employments and ethnographic research projects in the estate, consisting of both participant observation and interviews.

In the article the authors suggest that the 2015 workshop reproduced particularly the category of idle urban young men as problematic. The authors analyze this as a form of “moral urban citizenship”. The article also analyzes some of the proposed solutions to the problem, particularly architectural transformations, and connects the Danish approach to the problems of the “ghetto” to urban developments historically and on a global scale.

Cross-disciplinary academic attempts to solve real-world problems are rarely incorporated as ethnographic data. In this article the authors attempt to include part of their own practice as academics as valuable data that opens up new perspectives on a field and their own involvement and analysis of it.