Week 3 – Bedraggled Daisy

 Luker (2008) discusses the vast amount of information (e.g. literature, facts, data, etc.) that researchers in today’s society must sift through when preparing a literature review. Luker asserts that the preparation that goes into writing a literature review is ongoing and will face several revisions as you develop an in depth analysis of the literature related to your topic (p.61-62).

When there is so much information to sift through it can make the research process overwhelming especially since it would take years perhaps even decades to extensively read through the all the work published on a particular topic (54).  How do you even begin to determine the ways in way information has been classified or grouped?  Luker suggests that researchers need to be smart about how they approach research by expanding your ways in which you frame your thinking around a topic (82).  The degraggled daisy is definitely an exercise that aids greatly in framing your research.

When Luker writes, “Today, instead of human intelligence thoughtfully sifting through and coding all available information, we have tons of stuff out there, and no one has put a label on it, anywhere” (p.80). I feel like the “degraggled daisy” is one of the easiest ways to expand your thinking on a topic and make visual connections to concepts that you will explore when researching because the task encourages you to think through those connections establishing your own related labels/codes.

Alas! Here is my version of the “bedraggled daisy” inspired by Luker’s (2008) Salsa Dancing into the Social Sciences.


It is an exercise that can seem daunting at the start but gets progressively easier as you start adding more and more petals to your daisy. Even as I uploaded my daisy I kept seeing more and more things I could add to it but I know at some point I am going to have to zoom in on a particular focus.  My next step is to think about the direction I am headed to as I start to consider shaping these research terms in to a well framed research question.

– Frieda




Luker, K. (2008) Salsa Dancing into the Social Sciences: Research in an Age of Info-glut. Cambridge: Harvard University Press.



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2 responses to “Week 3 – Bedraggled Daisy

  1. Hey Frieda,

    A few things that came to mind after looking at your daisy and considering your first post, was ways in which the library could provide outreach to minority groups including the LGBTQ community.

    I know in the past, the public library has held “human libraries” where individuals make themselves available to speak one-on-one to anyone who wishes to talk to them about their lives. (Essentially you are checking out a person, to learn their story) I am sure that by holding an event where leaders in the community, or those from an LGBTQ background could speak to the public as a group or individually could help with public perception, library involvement and framing the library as a positive/safe space.

    The library also has a teen publication called Young Voices (http://torontopubliclibrary.typepad.com/teens/young-voices-magazine.html), where anyone between the ages of 12-19 can submit art in the form of; visual art, photography, written works (poems, short stories, rants, etc). This publication is meant to act as an outlet for youth expression and is made available for free through the library system. I wonder if by creating a “special” edition centered around a theme such as inclusion, or gender roles would allow youth to express themselves and their thoughts. This would also have the advantage of allowing others to better empathize with those who face issues of acceptance and discrimination. Perhaps it could be done by a specific library branch to suit the demographic of their community so that each library could tailor a similar publication and involve their individual community needs.

    I also wonder in what way children and teen literature on LGBTQ issues has changed as public acceptance has begun to grow over the years. Is there a large selection of books, such as those featuring non-traditional families including two fathers, or two mothers? What are the circulation numbers for these items, compared to the date they were added into the system. Is there an increase or decrease in the ware of the books, the level of vandalism within their pages? What are their intended purposes; use in schools, at home, or the library itself (displays, read alouds, etc.)

    Hmm, I did quite a lot of rambling there.

    Toronto Public Library.(2013). Teens: Young Voices 2013. Retrieved from http://torontopubliclibrary.typepad.com/teens/young-voices-magazine.html

  2. frieda187

    Thank you for your response Hamid. You haven’t rambled… you’ve given me a lot to think about as I continue to explore and frame this research interest into a research question. I love the concept of “human libraries” and the creative approach to incorporating the voices of LGTBQ community within the library community through a similar approach taken by TPL and the teen publication “Young Voices.” It is a wonderful way to create a resources (information) for communities that are marginalized and underrepresented in society.

    From the collection development end I have wondered, too how that has changed in the past decade now that mainstream publishers are marketing books with a LGBTQ focus. Have libraries faced even greater challenges
    by the public over intellectual freedom and censorship? Have libraries increased the amount of LGBTQ literature on their shelves? Has there been greater acceptance by the public to read LGBTQ literature?

    As I continue to do more research I am finding gaps in the literature that speak to the public’s perceptions of LGBTQ literature in public libraries. Though there are studies that examine this area there are few and haven’t been published very recently.

    There are so many angles that I could approach this issue which proves it will be quite the task to narrow my focus. Thank you again for sharing your insights as it helps me think through where I’ll eventually shift my focus.

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