“There is no such thing as a ‘complete’ transcript” (Barron and Engle, 2007, p. 28).

Video Selection

 As Goldman et al. (2007) note, it is important to consider the role of selection in video analysis.  They state, “Any video corpus contains many events.  Selection determines which events are brought into focus for deeper analysis” (p. 16).  The selection process often begins by first examining what has actually been captured in the video data.  Heath, Hindmarsh, and Luff (2010) suggest that researchers review their data soon after it has been collected and begin preliminary analysis by cataloging the contents of each video.  Cataloging a video simply entails making notes about broad topics or themes so that later in the analysis process, it will be easy to find clips that deal with a particular phenomenon.

For example, in a study on instructional strategies, a researcher might create a list of the activities which occurred during each recorded lesson (small group work, lecture, independent reading, etc.).  Then, if the researcher decides to focus on how teachers use small group work as an instructional strategy, he/she can easily compile all the videos that include that topic.  After reviewing the video data and selecting which components will be used for analysis, the next step a researcher might take is transcribing the video recordings.

Transcription

Transcribing is an important step in the analysis process because it leads into the coding and interpretation of data.  Although transcription seems like an obvious process (just write down what was said!), it actually involves a number of decisions on the part of the researcher, and in video research these decisions are further complicated by having both audio and visual material to consider.

With the audio component of video data, one must decide whether to note fillers (such as “um” and “ah”), pauses (and if so, the length of the pauses), which words or phrases were emphasized, intonation, tone, and so on.  With the visual aspect of video, there are gestures, movements, objects, and interactions among participants which might be considered in relation to the spoken words.  Barron and Engle (2007) argue, “There is no such thing as a ‘complete’ transcript that captures the full complexity of all verbal and non-verbal events” (p. 28).  In other words, it is important for researchers to keep in mind their research questions and goals while they craft a transcription method that will be appropriate for their particular study.

Once a transcription approach has been selected, it is useful to document the conventions that will be used so that if more than one person is transcribing the data, their process will be consistent.  In addition, when researchers present their data to others, it may be helpful to note these conventions so that the audience can make sense of the excerpts from transcripts that are included in the article or presentation.

Two transcription manuals are hyperlinked below which can serve as examples of different transcription approaches.  The transcription procedures described in these two manuals differ greatly from one another, and these differences reflect the specific goals of each study.

• TIMMS Study
• CHILDES Project

Here are two other sources that provide further guidance on transcription approaches:

• Appendix A from Guidelines for Video Research In Education: Recommendations From An Expert Panel (2007)
• “Transcription as Theory” by Elinor Ochs, from the book Developmental Pragmatics (1979).

Choosing a Software Program

There are many different software programs that can enhance the transcription process.  Here, we briefly present a few of the standout features of five programs that offer a wide variety of transcription tools.  For further information about their capabilities, consult the websites of these programs and the hyperlinked documents.  Follow the questions below to determine which one(s) might fit your particular needs.

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	Overview Website
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References

Barron, B., & Engle, R. A. (2007). Analyzing data derived from video records. Guidelines for video research in education: Recommendations from an expert panel, 24-43.

Goldman, R., Erickson, F., Lemke, J., & Derry, S. J. (2007). Selection in video. Guidelines for video research in education: Recommendations from an expert panel, 15-22.

Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research. Thousands Oaks, CA: Sage Publications.

Ochs, E. (1979). Transcription as theory. In Ochs, E. & Schieffelin, B. (Eds.), Developmental Pragmatics (pp. 43-72). New York : Academic Press.