‘Artistic Memoing’ as a technique in Constructivist Grounded Theory
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The late Constructivist Grounded Theorist Kathy Charmaz’s “memo-writing” technique involves writing about how categories are connected to the data. Likewise, artistic memoing is a visual, or multimodal artistic response about how categories are connected to the data. Artistic memoing can capture naturalistic observations about data that are hard to put into words and can provide clarity about how to describe data in a written form by visualizing it first. An artistic memo is not about a researcher—it is about the data that a researcher collects. Given this, there are ethical considerations involved in artistic memoing in studies that involve human participants specifically, so that the artistic memo does not result in an objective representation of a participant. During semi-structured interviews in my doctoral research study, “‘What makes a great story?’: Multidisciplinary and International Perspectives on Digital Stories Created by Youth Formerly in Foster Care in Canada,” I noticed that participants often responded in similar ways to certain digital stories or themes within them. At times, I felt compelled to respond to what they said in an artistic, or visual way, rather than a written way. In this paper, I present a working definition of “artistic memoing,” which I describe in past research. Drawing upon Charmaz’s discussion of “memo-writing,” in this paper, I place artistic memoing as a reflexive technique within Constructivist Grounded Theory analysis.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it