Because of the nature of inductive based qualitative research, different types of literature are positioned in different areas of the thesis. This took me a long time to understand and to understand where to position different types of literature in order to achieve different purposes, but things are getting there!
As has been mentioned, with the literature review chapter at the beginning of the thesis, literature is being used to develop a context within which I can justifiably place my research. This justifiable position comes as a result of critically analysing the way in which the social learning process and the technology of use has been defined, explored, and used before in various learning scenarios. This builds up a picture of the need to explore the specific social learning process within a particular learning scenario that is arguably unexplored or has not been yet fully explained, facilitated by particular technologies. This involves plenty of comparisons between different learning contexts and scenarios, and explorations and comparisons of the definitions, functionality and use of social learning processes and technologies within different learning contexts. That’s the aim of the earlier literature review in a nutshell. The type of literature therefore takes a broad view of the research context e.g., exploring the social learning process of interest within different technological contexts and learning contexts, and exploring the use of the technology of interest and its facilitation of social learning processes within different learning contexts. This gives weight to the justification of the research context of interest, because it indicates how the process and technology have been used and explored in different contexts, and can be used to explain how a different context can further explain aspects of the phenomenon of interest that arguably remains unexplored or / and unexplained.
Other types of literature shall be included in later thesis chapters specifically relating to the discussion of the themes. In a nutshell, the literature involved here shall involve literature that consist of similar themes to what I have found (if I did not do this, I would be falsifying findings, give misleading accounts, and would reduce the validity and verifiability of the themes), but I would use the discussions to show how I have explored the themes in a different way. This would include showing the differences in how I have explored the themes, the differences in context of theme construction, and the way in which my themes build upon what has already been discovered. The literature here is very specific and has a very specific purpose: to validate and verify the themes, and to provide a platform upon which I can build upon what already exists.
This is the core of the research and its development is a continuous and ongoing task and shall be right up to Easter and perhaps a bit beyond. However, feedback has suggested that I am nearly there! The themes appear to be fine and the codes themselves still need some work doing to them, but what I am finding is that changes to the codes do not necessarily mean changes to the theme, and indeed changes to the names of codes do not always necessitate changes to its meaning.
Meaning is a key word here and to write about the meaning of meaning (meta-meaning?) would take a thesis in its own right, but essentially because of the inductive nature I am applying meaning to what I interpret and perceive from the data (note that this does not reduce itself to relativist research as I am not adopting a relativist ontology). Themes and codes therefore capture the meaning that I am interpreting from the data, and together they describe and explain the phenomenon of interest: its behaviour, structure, impact, and existence.
In general I am getting happier with the way in which the thematic framework is going. There is still work to be done to it up to Easter and perhaps beyond, but I am pleased with where it’s going so far!