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Using contextual inquiry to learn about your audiences
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Source ACM SIGDOC Asterisk Journal of Computer Documentation archive
Volume 20 ,  Issue 1  (February 1996) table of contents
Pages: 1 - 13  
Year of Publication: 1996
ISSN:0731-1001
Authors
Mary Elizabeth Raven  Usability Program Manager, FTP Software, Inc.
Alicia Flanders  Usability Engineer, Digital Equipment Corporation
Publisher
ACM  New York, NY, USA
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Downloads (6 Weeks): 9,   Downloads (12 Months): 85,   Citation Count: 10
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ABSTRACT

This article discusses how technical communicators can use Contextual Inquiry (a field research method) to gather information about their audiences and their specific needs for online and hardcopy documentation. Inquiry is based on three principles: 1. Data gathering must take place in the context of the users' work. 2. The data-gatherer and the user form a partnership to explore issues together. 3. The inquiry is based on a focus; that is, the inquiry is based on a clearly defined set of concerns, rather than on a list of specific questions (as in a survey). This article includes a description of Contextual Inquiry as we have used it at Digital Equipment Corporation and examples from our experiences as technical communicators and usability engineers on various projects that have used this method.


REFERENCES

Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.

 
1
Darroch, V. and R. Silvers (Eds.), (1982). Interpretive Human Studies: An Introduction to Phenomenological Research. Washington, D.C: University Press of America.
 
2
Glaser, B. and A. Strauss, (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research , Chicago: Aldine.
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4
Holtzblatt, Karen, and Sandra Jones, (1993). "Contextual Inquiry: A Participatory Technique for System Design." In Participatory Design: Principles and Practices. Douglas Schuler and Aki Namioka (Eds.). Hillsdale, New Jersey: Lawrence Erlbaum. pp. 177- 210.
 
5

CITED BY  10

Collaborative Colleagues:
Mary Elizabeth Raven: colleagues
Alicia Flanders: colleagues