Writing Ethnographic Fieldnotes, Chapters 1-3

Text Exploration

Chapter 1 - Fieldnotes in Ethnographic Research

In this chapter, the author discusses the concept of fieldnotes that are taken during the process of conducting ethnographic research.

First, the author describes the two primary qualities of ethnographic research: going to a place and studying people or groups “as they go about their everyday lives,” and writing down, in a structured way, what was observed and learned. The two activities are not sequential; they are intertwined and happen continually through the research process.

Fundamental to ethnographic research is being in the context of where the activities are done: it is important to get “close” to what is being studied. The goal of this research is immersion, and immersion means not only observing people, but also engaging with them and the activities they are doing. The author adamantly argues that this form of research is not “fly on the wall”—that the researcher should not attempt to passively observe.

During research, an ethnographer captures fieldnotes that represent what they observed and experienced. The goal is not some form of objective summary, as the author indicates that is impossible. Instead, the intent is to begin to interpret what happened or was observed. The author offers three different fieldnote examples of a single experience (checking out at a grocery store) to indicate how interpretative and stylistically different the account becomes. The examples show that the process of writing attaches significance to some things and ignores or minimizes the importance of other things, and this is an inscription as it makes assertions. It transforms something that happens in passing into something of research consequence.

The author emphasizes that fieldnotes and writing are superior to other techniques, like interviews, surveys, and video and audio capture, and argues that “the ethos of fieldwork holds that in order to fully understand and appreciate action from the perspective of participants, one must get close to and participate in a wide cross-section of their everyday activities over an extended period of time.” Fieldnotes allow this.

Fieldnotes should include not only what the researcher sees from others, but what they do themselves. However, the notes should try to “capture and preserve indigenous meanings,” while recognizing that these meanings represent the researcher’s interpretation, not some sort of objective reality.

Fieldnotes should be written contemporaneously. Memory of the intricacies and nuances of ethnographic experiences fade over time, and notes should be written during the processes and stages that occur, rather than at some point later. Interactions are most important, as they lead to richer interpretations.

The author summarizes the chapter by reiterating that observing and writing are not separate and distinct activities, but are interdependent on one-another. The result is typically a chronological sequence that lacks an overall structure, and so this process should not be mistaken for a final written ethnography.

Chapter 2 - In the Field: Participating, Observing and Jotting Notes

In this chapter, the author describes different styles of immersion and observing while doing field work, and different approaches to taking quick notes in order to remember what happened.

The author begins by describing differences in timing: some researchers take notes in the field, while others choose only to observe and experience what is happening and reflect on it later. This may be due to personal preference, or due to circumstances where note taking may be disruptive to building trust and experiencing the activities closely. Deferred notetaking is useful in “increasing openness to other’s ways of life,” while recording in context produces more details.

“Jottings” are the primary tool used by ethnographers to capture field notes. These are initial impressions, or sketches of language. They aren’t finished stories or polished interpretations. They “translate to-be-remembered observations into writing on paper as quickly rendered scribbles about actions and dialogue.” Again, the author points out that taking these jottings in person may disrupt the authenticity of the research experience, and researchers may choose to conduct their jottings after the experience has completed. To minimize this, some researchers make it overt that they are taking notes, which helps to normalize the process; it doesn’t feel like they are trying to hide something from the participant.

The author recommends working to observe and capture specific parts of a research experience. First, researchers should write down their initial impressions, with a focus on the sensory environment. Then, researchers should focus on key events or incidents, striving to pay attention to things that are surprising or anomalous. It’s tempting, in these contexts, to write criticisms of what is being seen, but the author recommends remaining nonjudgemental. Researchers should look at “when, where, and according to whom” when jotting notes.

Jottings serve as mnemonic devices, intended to remind the researcher about specifics. A strong jotting will later trigger memory of a richer experience or scene, with the detail and nuance of what was observed and said. Specifics are more important than generalizations.

Chapter 3 - Writing Up Fieldnotes I: From Field to Desk

In this chapter, the author shows how to translate jottings into comprehensive fieldnotes that better represent what was said and observed in the field.

Writing fieldnotes is time intensive, and the author recommends expecting one hour of writing for one hour of fieldwork, as well as writing notes as soon as possible after the research experience. A typewriter is recommended (!). The writing process forces a stance, and researchers likely structure their notes for an audience (potentially without even realizing it). A stance is an awareness of a particular point of view and related assumptions.

The author recommends that the writing is a “loose, flowing, and shifting approach, not trying to write with consistency of voice and style.” They describe an iterative process of writing and editing, where the fieldnotes are formed from incomplete jottings that are translated into a step-by-step and clear story of what was observed. When jottings included verbatim quotes, they are included in the writeup. Other language is paraphrased or summarized.

Fieldnotes can be written in first-person, third-person, or an omniscient writing style. They can also be written in a real-time voice, or in a retrospective (“end-point”) tone.