Leesa N Costello

Netnography: Range of practices, misperceptions, and missed opportunities

This is the first article to describe how broadening of the term netnography in qualitative research is leading to misperceptions and missed opportunities. The once accepted need for human presence in netnographic studies is giving way to nonparticipatory (passive) approaches, which claim to be naturalistic and bias-free. While this may be tenable in some environments, it also removes the opportunity for cocreation in online communities and social media spaces. By contrast, participatory (active) netnographers have an opportunity to conduct their research in a way that contributes value and a continuity of narrative to online spaces. This article examines the ways in which netnographies are being used and adapted across a spectrum of online involvement. It explores the ways in which netnographies conform to, or depart from, the unique set of analytic steps intended to provide qualitative rigor. It concludes by advocating for active netnography, one which requires a netnographic “slog” where researchers ar...This is the first article to describe how broadening of the term netnography in qualitative research is leading to misperceptions and missed opportunities. The once accepted need for human presence in netnographic studies is giving way to nonparticipatory (passive) approaches, which claim to be naturalistic and bias-free. While this may be tenable in some environments, it also removes the opportunity for cocreation in online communities and social media spaces. By contrast, participatory (active) netnographers have an opportunity to conduct their research in a way that contributes value and a continuity of narrative to online spaces. This article examines the ways in which netnographies are being used and adapted across a spectrum of online involvement. It explores the ways in which netnographies conform to, or depart from, the unique set of analytic steps intended to provide qualitative rigor. It concludes by advocating for active netnography, one which requires a netnographic “slog” where researchers are prepared for the “blood, sweat, and tears” in order to reap rich benefits.

Determining educators’ needs to support healthy eating environments in early childhood settings

THE PROVISION OF A nutritious diet early in life can have an immense effect on future health and wellbeing. The number of children attending child care is increasing, thus this setting is strategically placed to establish positive eating habits. This qualitative study sought to understand the needs of Australian early childhood education and care staff in relation to the provision of a healthy eating environment. Key stakeholders formed a consultancy group to provide feedback and advice. The study was underpinned by the Spiral Action Research model. Analysis of 48 in-depth interviews identified the following themes: healthy eating activities, resources, nutrition training, attitudes towards healthy eating and the proposed intervention, and barriers to healthy eating. Participants were open to using an online repository of nutrition resources and information wrapped in support. This formative data informed the development of a ‘best practice’ website including discussion boards intended to foster an online ‘community of practice’.

Over-provision of discretionary foods at childcare dilutes the nutritional quality of diets for children

The childcare setting can significantly influence the lifelong eating habits and health outcomes of children.1 It is ideal for health-promoting interventions that optimise the provision of nutritious food2 and nutrition education.3 Unfortunately, these interventions are neither offered nor promoted in many childcare settings.4 Recent studies have indicated an increased risk of overweight/obesity with childcare attendance,5 which if present in early life is associated with increased risk of chronic disease and reduced psychological wellbeing.6

Netnographic Slog: Creative Elicitation Strategies to Encourage Participation in an Online Community of Practice for Early Education and Care

Active, participatory netnography, in contrast to passive netnography, is essential if researchers are to gain rich rewards from the rigorous collection of qualitative data. However, researchers should be aware of the ‘netnographic slog’; “the blood, sweat and tears” associated with eliciting quality data and encouraging active participation in online communities. This article examines the – Supporting Nutrition for Australian Childcare (SNAC) – online community of practice, established to support healthy eating practices in early childhood education and care settings. To ensure research rigour, Kozinets’ netnographic steps were employed. Garnering member participation in this online community was a slog; most community content was contributed by few members, although accessed by many. The success (and failure) of the creative elicitation strategies implemented by the researchers to promote participation are discussed, and examples provided that could be used by other netnographers in online communities. A key consideration, however, appears to be the waning success of web-based discussion boards as an effective platform. Future netnographers should carefully consider the effort required to attract new community members and encourage participation. While SNAC is a unique resource, presenting an ideal platform to launch further initiatives, other more effective social media platforms that can support healthy eating in this key setting should be considered. If participatory netnography is to be successful, budding netnographers must be prepared to invest the blood, sweat and tears required to nurture emerging communities of practice.