1.7: People as Sources
- Page ID
- 289695
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)When researching, you'll often want to focus on books and articles, but people can be valuable sources of information as well. Speaking to someone with expertise, experience, or unique insight can provide in-depth knowledge, fresh perspectives, or up-to-date information that might not be available elsewhere. In fact, interviews with people is an important avenue for creating primary sources! However, using people as sources requires some special considerations.
Ways to Use People as Sources of Information
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Interviews
- Purpose: Interviews allow students to gather firsthand information from experts, eyewitnesses, or individuals with specific knowledge.
- Example: Interviewing a local historian for a project on community history or speaking to a scientist for insights on a recent scientific development.
- Value: Interviews provide direct quotes, personal anecdotes, and in-depth answers tailored to the student’s questions. They can reveal details that might not appear in written sources.
- Challenges: People have their own biases. They also may have an incomplete memory of events or a limited perspective.
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Surveys and Questionnaires
- Purpose: Surveys allow students to collect opinions, experiences, or demographic information from a larger group.
- Example: Surveying classmates or community members about attitudes toward a social issue.
- Value: Surveys can offer statistical data and help students understand public opinion on specific topics. They’re particularly useful for identifying trends and patterns.
- Challenges: It can be difficult to get a sufficient number of survey participants. It often requires an expert to write good survey questions. Collecting this type of original research data can involve ethical concerns.
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Focus Groups or Group Discussions
- Purpose: Group discussions allow students to explore how different people view the same topic, often in a setting that encourages conversation and sharing.
- Example: Organizing a discussion with peers on environmental concerns or setting up a focus group with family members on cultural traditions.
- Value: These discussions can uncover diverse viewpoints and give a fuller picture of how a topic is perceived by different people.
- Challenges: It can be difficult to get a sufficient number of participants. It often requires an expert to write good questions and administer an effective focus group. Collecting this type of original research data can involve ethical concerns.
In Summary
Using people as sources of information (through interviews, surveys, consultations, or focus groups) can add unique insights to research. While people can provide valuable perspectives, students should approach these sources thoughtfully by considering reliability and ensuring respectful, ethical practices. With careful planning, information from people can deepen a student’s understanding and add a rich dimension to their work.
People are often used as sources of information for published research. This type of research often requires careful consideration in order to be done ethically. The researcher often needs people's permission and may even need their research to be approved by their own institution or school.