Annotated Bibliography

1. Photos (text)
• Comment Board in the Cafeteria. Personal photograph by
JenAnne
Shumway. 1 December 2009.
*The comment board is located in the cafeteria next to the tray return. Here,
management posts responses to comments that students have left for the
staff of Sodexo. This will be referred to numerous times in my final project.
*This photo will be referred to numerous times in my final project, and is also
mentioned through WAs and RJs. This will help my audience to understand
what I am referring to.

• Comment Card Close-up. Personal photograph by JenAnne

Shumway. 2
December 2009.
*This card is a basic comment from a student. I obtained this card from John
Offerle, the general manager of Sodexo.
*This particular card serves no definite purpose other than to show my
audience what a typical comment card looks like, as well as a type of
comment that a student can leave.

• Comment Cards Clustered. Personal photograph by JenAnne

Shumway.
2 December 2009.
*These comment cards were obtained from the general manager, John
Offerle. This will show my audience that I had several comment cards to
review from 2007-2009.
*I will be able to use this photo to quickly show my audience how many
comment cards I was able to use to gather an appropriate amount of data.

• Comment Board in the Food Court. Personal photograph by

JenAnne
Shumway. 24 September 2009.
*This particular comment board is located in the food court. This photo
shows the audience that there are two specific food comment boards
accessible.
*This photo will be able to support my overall idea that literacy may not
affect certain areas of food service.

• Comment Card Manager Response. Personal photograph by

JenAnne
Shumway. 24 September 2009.
*This comment card was obtained from John Offerle. The response is just one
of many from a member of management. The comment is not any special
comment in particular.
*The management response will give my audience an idea of the type of
response and how the responses are given.

• Unanswered Comment Card. Personal photograph by JenAnne

Shumway. 24 September 2009.
*This is a comment obtained from the retail comment board from Danny
Shumway, retail manager. This was left in the comment box approximately 2
months after initially being left.
*I want the audience to see that the students are aware – even if only a
small handful – that there is a comment board in the food court as well as
the cafeteria.

• Sodexo Website Menu. Personal photograph by JenAnne

Shumway. 27
September 2009.
*The menu is found on the Sodexo website for TAMU-C. This image is a
screen shot I took myself. This was just some information to show that there
is literate information online, of which almost all students have access to.
*The audience should be able to notice that the menu is posted in English
only, and has a detailed outline of what is to be served. Some complaints
from students were that the menu was poorly chosen and they hated coming
to the cafeteria and walking away (after paying) because they did not like
the food choices. I want the audience to see that there is a way to determine
the menu for the week.

2. Photos (student body language)

• Student Smiling at Register. Personal photograph by JenAnne
Shumway. 1
December 2009.
*The photo was taken while I was taking fieldnotes. The student and staff
member are shown having a pleasant interaction while paying for her meal.
Notice the smiles (body language) on the face of the student.
*The audience should pick up on the body language of both employee and
student. I will be able to use this an example of body language will impact
the student positively, neutrally, or negatively.

• Student at Grill. Personal photograph by JenAnne Shumway. 30

September 2009.
*This student at the grill is not smiling. There are no visible staff members in
the photo. Photo obtained from personal fieldnote observations.
*The audience should conclude that the student is not smiling and this may
or may not be due to the fact that there was only one dish of food to pick
from.

• Students at Classics. Personal photograph by JenAnne

Shumway. 4
October 2009.
*These students at Classics did not leave smiling. The photo was taken
during personal fieldnote observations.
*The audience should conclude that the students are not conversing with the
staff members at the line.

3. Photos (staff body language)

• Patrick Smiling at International. Personal photograph by
JenAnne
Shumway. 1 December 2009.
*This employee is smiling while working at International. Although he does
not have any customers in his line, he is open and inviting. He may be
talking with a student to get them to try the food he has prepared, or is
simply laughing with a co-worker. Either way, his body language is attentive,
alert, and shows he is interested in his job.
*The audience should conclude that this employee cares for what he does
and is eager to work. He is open to students.

• Two female employees at Pizza. Personal photograph by

JenAnne
Shumway. 1 December 2009.
*These employees are smiling only for the picture while working the Pizza
concept. Their hands are tucked inside their clothing and they are both
leaning against the refrigerator.
*The audience should conclude that these two employees do not talk with
the students and always keep their hands in their pockets (as they did not
remove them for their photo).

• Two female employees leaning against wall. Personal

photograph by
JenAnne Shumway. 1 December 2009.
*These employees are smiling only for the picture while working the Pizza
concept. Their hands are tucked inside their clothing and they are both
leaning against the refrigerator.
*The audience should conclude that these two employees do not talk with
the students and always keep their hands in their pockets (as they did not
remove them for the photo). – Different picture than the one listed above.

• Employees behind the line of Classics. Personal photograph by

JenAnne
Shumway. 1 December 2009.
*These employees are alert. This is shown by their body language, as they
are not against the wall, are looking forward and eager, and do not have
their hands resting on themselves or the counter. The white male is making
eye contact with a student.
*The audience should conclude that these two employees are talking with
students, and are eager to make the experience for the students more than
just mediocre.

• Two male employees at Grill. Personal photograph by JenAnne

Shumway.
1 December 2009.
*These employees are leaning against the top glass of the grill, but their
body language – although may be showing signs of disinterest – is alert.
Their hands are not in their pockets or aprons, just resting. They are both
smiling.
*The audience should conclude that these two employees are interested in
the students, but may be slow. Notice the several baskets of food
underneath the heating lamp. This means the employees do not require work
at this point. But instead of leaning against a wall or staring off in the
distance, they are attentive.

• Female employee at Pizza with hands in apron. Personal

photograph by
JenAnne Shumway. 1 December 2009.
*This employee is looking off in the distance. Her head is turned from the
students. Her hands are in her apron.
*The audience should conclude that this employee does not have an interest
in making a connection with the students. Her body language suggests she is
not enjoying her job.

• Patrick smiling at students. Personal photograph by JenAnne

Shumway. 1
 December 2009.
*This employee is smiling while talking with students and handing them their
meal. He is working at the International line.
*The audience should conclude that the interaction between the employee
and the student is friendly, lively, and polite.

• Nora scanning students’ card. Personal photograph by JenAnne

Shumway. 17 November 2009.
*This employee is scanning a Student ID so the student may use his meal
plan to eat in the cafeteria. She is not smiling, and her body is primarily
turned to face the student. This shows she is open to receiving students.
*The audience should conclude that the relationship between the cashier and
the student is not hostile, but may or may not be friendly.

4. Codebook
• Shumway, JenAnne. Personal Codebook. 2 December 2009.
*The codebook is a collection of 20+ codes to help me label, sort, and
otherwise categorize my artifacts. The codes will be used for the main items
such as interviews, surveys and questionnaires, and comment cards.
*The codebook enables me to clearly sort out my ideas, thoughts, data, and
research, as well as makes the understanding for the audience more clear.

5. Cafeteria Survey
• Various Students. Survey results on e-mail. 6 October 2009
through 13
October 2009.
*These responses are from various Honors College students. The survey was
one of the first drafts. Many students responded and gave me facts as well
as opinions. The survey was sent via email.
*The responses will contribute to my project by giving me an idea of what
the culture of the students feel about the cafeteria and the service. I can also
begin to make connections between the numbers of times a student eats in
the cafeteria to their likelihood of seeing the comment board.

6. Cafeteria Questionnaire
• Various Students. Survey results in researchers’ possession.
10 November
2009 through 2 December 2009.
*These responses are from various, random students. The questionnaire
received many responses that gave me facts as well as student opinions.
*The responses will contribute to my project by giving me an idea of what
the culture of the students feel about the cafeteria and the service. I can also
make connections between the numbers of times a student eats at the
cafeteria to their likelihood of seeing the comment board.
7. Permission Forms
• Shumway, JenAnne. General research permission form. 6
October 2009.
*This is a general research permission form. Designed by myself. Intended to
be signed by Mr. John Offerle, general manager.
*This is used so the audience may see what the basic blank permission form
consists of.

• Shumway, JenAnne. General interview permission form. 6

October 2009.
*This is a general interview permission form. Designed by myself. Intended
to be signed by members who would agree to a recorded or text-only
interview.
*This is used so the audience may see what the basic blank permission form
consists of.

• Stauffer, Allie. Signed interview permission form. 1 December

2009.
*This is the interview permission form filled out and signed by Allie Stauffer. I
used her as an interviewee, and she agreed to a recording.
*This is used so the audience may see I obtained permission from Allie
Stauffer.

• Arciga, Eddie. Signed interview permission form. 1 December

2009.
*This is the interview permission form filled out and signed by Eddie Arciga. I
used him as an interview, and he agreed to a recording.
*This is used so the audience may see I obtained permission from Eddie
Arciga.

• McMahon, Arielle. Signed interview permission form. 1

December 2009.
*This is the interview permission form filled out and signed by Arielle
McMahon. I used her as an interviewee, and she agreed to a recording.
*This is used so the audience may see I obtained permission from Arielle
McMahon.

• Offerle, John. Signed research permission form. 10 October

2009.
*This is the research permission form signed by John Offerle. I obtained
permission to conduct my research in the cafeteria.
*This is used to show the audience I obtained permission from John Offerle.

8. Interview Scripts
 • Shumway, JenAnne. Student Interview Script. 13 November
2009.
*This is the basic, blank student interview script. I created this myself. This is
to be used to interview students.
*This is used to show the audience that I had a set interview script.

• Shumway, JenAnne. Manager Interview Script. 13 November

2009.
*This is the basic, blank manager interview script. I created this myself. This
is to be used to interview managers.
*This is used to show the audience that I had a set interview script.

9. Interviews in Video
• Stauffer, Allie. Personal interview. 17 November 2009.
*This is the personal interview I conducted with Allie Stauffer. I used the
Student Interview Script to conduct this interview. She answered a variety of
questions.
*Allie answered many questions I asked her, all from the Student Interview
Script. I can use her personal interview to add some media to my final
ethnographic project.

• McMahon, Arielle. Personal interview. 19 November 2009.

*This is the personal interview I conducted with Arielle McMahon. I used the
Student Interview Script to conduct this interview. She answered a variety of
questions.
*Arielle answered many questions I asked her, all from the Student Interview
Script. I can use her personal interview to add some media to my final
ethnographic project.

• Arciga, Eddie. Personal interview. 17 November 2009.

*This is the personal interview I conducted with Eddie Arciga. I used the
Student Interview Script to conduct this interview. He answered a variety of
questions.
*Eddie answered many questions I asked him, all from the Student Interview
Script. I can use his personal interview to add some media to my final
ethnographic project.

• Shumway, Danny. Personal interview. 1 December 2009.

*This is the personal interview I conducted with Danny Shumway. I used the
Manager Interview Script to conduct this interview. He answered a variety of
questions.
*Danny answered many questions I asked him, all from the Manager
Interview Script. I can use his personal interview to add some media to my
final ethnographic project.

10. Interviews in Text

• Stauffer, Allie. Personal interview. 17 November 2009.
*This is the personal interview I conducted with Allie Stauffer in text. While
conducting the interview and recording, I took quick notes of her quotes.
*The quick notes helped me to later separate the video by relevant questions
as opposed to picking through the video to find the questions and answers.

• McMahon, Arielle. Personal interview. 19 November 2009.

*This is the personal interview I conducted with Arielle McMahon in text.
While conducting the interview and recording, I took quick notes of her
interview.
*The quick notes helped me to later separate the video by relevant questions
as opposed to picking through the video to find the questions and answers.

• Arciga, Eddie. Personal interview. 17 November 2009.

*This is the personal interview I conducted with Eddie Arciga in text. While
conducting the interview and recording, I took quick notes of his interview.
*The quick notes helped me to later separate the video by relevant questions
as opposed to picking through the video to find the questions and answers.

• Shumway, Danny. Personal interview. 1 December 2009.

*This is the personal interview I conducted with Danny Shumway in text.
While conducting the interview and recording, I took quick notes of his
interview.
*The quick notes helped me to later separate the video by relevant questions
as opposed to picking through the video to find the questions and answers.

11. Writing Assignment 2

• Shumway, JenAnne. Literacy: Good for the Tummy?. 29
September 2000.
*This writing assignment instructs the students to make use of the readings
from three authors and examine the specific ways literacy functions in a
given community located on the Texas A&M – Commerce campus.
*I wrote on literacy in the cafeteria, specifically how students use the literacy
to impact the dining services at TAMU-C. I did research that contributes to
my final project.

12. Writing Assignment 3

• Shumway, JenAnne. Research Proposal. 19 October 2009.
*This writing assignment instructs the students to explain in detail our
research proposal. The research proposal asks us to question what we know,
what we don’t know, and what we hope to know.
*My thesis: explaining the ideas, connections, and intents on researching
why and how literacy impacts food service at Texas A&M University –
Commerce. This research, and the proposal, all lead to my final research
project.

13. Writing Assignment 4

• Shumway, JenAnne. Three Insider Accounts of the Cafeteria at
Texas A&M
University – Commerce. 24 November 2009.
*This writing assignment instructs the students to make extensive use of the
ethnographer’s research tools (interviews, observations, and fieldnotes) to
offer an insider’s perspective on the research site. We were to conduct at
least a 1-hour interview with at least one person.
*I used a media-based presentation with audio, video, and PowerPoint slides.
Because all of my interview questions were my questionnaire questions
spoken aloud, and because the whole topic was central to my project, I can
use this.

14. Comment Cards (positive)

• Various Students. Positive Comments. 2007-2009.
*The positive comment cards were in the possession of John Offerle. I gained
permission to use these cards in my project. These cards were coded to be
used to show that students leave positive comments.
*These cards are used to determine what the overall average positive
comment is about, whether it is about food, staff, etc. My audience will be
able to see a distinct difference between positive and negative comments.

15. Comment Cards (negative)

• Various Students. Negative Comments. 2007-2009.
*The negative comment cards were in the possession of John Offerle. I
gained permission to use these cards in my project. These cards were coded
to be used to show that students leave negative comments.
*These cards are used to determine what the overall average negative
comment is about, whether it is about food, staff, etc. My audience will be
able to see a distinct difference between positive and negative comments.
16. Comment Cards (positive suggestions)
• Various Students. Positive Suggestions. 2007 – 2009.
*The positive suggestion comment cards were in the possession of John
Offerle. I gained permission to use these cards in my project. These cards
were coded to be used to show that students leave positive suggestion
comments.
*These cards are used to determine what the overall average positive
suggestion comment is about, whether it is about food, staff, etc. My
audience will be able to see a distinct difference between positive and
negative suggestion comments.

17. Comment Cards (negative suggestions)

• Various Students. Negative Suggestions. 2007 – 2009.
*The negative suggestion comment cards were in possession of John Offerle.
I gained permission to use these cards in my project. These cars were coded
to be used to show that students leave negative suggestion comments.
*These cards are used to determine what the overall average negative
suggestion comment is about, whether it I about food, staff, etc. My audience
will be able to see a distinct difference between positive and negative
suggestion comments.

18. Brandt
• Brandt, Deborah. “Sponsors of Literacy.” Literacies in Context.
Carter,
Shannon. Fountainhead Press: Southlake, Texas, 2008.
12-38.
*This particular excerpt is gathered from Dr. Shannon Carter’s book,
Literacies in Context. Brandt argues that for every aspect of literacy in a
person’s life, there is a sponsor. The literacy can be read in various forms,
such as in literal text as well as body language. Brandt states that each
person had some sponsor that contributed to their literacy, such as a parent,
teacher, or even a love for a hobby could encourage (or discourage) literate
growth.
*The idea that there is a sponsor is the center of my project. Throughout my
studies, I have noticed that many students do not seem to necessarily care if
a staff member is leaning on the wall. They were not raised, or “sponsored”
to notice such things. I, on the other hand, have grown up in a customer
service environment and realize that not talking to students and not smiling
and leaning on a wall are inhibitors to a friendly experience.
19. Research Journal #1
• Shumway, JenAnne. Research Journal #1, Sponsors of Literacy.
11
September 2009.
*This entry asked us to answer some questions about Brandt’s Sponsors of
Literacy and reflect upon the ideas. The prompt was handed out in class, not
posted on a blog. Brandt is a powerful subject, of which is helpful.
*This was the first Research Journal entry I wrote. I essentially wrote a
summary of her ideas, and left my ideas of how literacy is impacting both
myself and the community around me.

20. Research Journal #7

• Shumway, JenAnne. Research Journal #7, Cultures, 2 pages. 24
September 2009.
*This entry asked us to look at the historical side of our chosen field. In this
entry, we were also asked to respond to a Groundworking Activity in the first
chapter of FieldWorking. The prompt was posted online. I discuss the
cultures and subcultures of the cafeteria, ethnic concerns and constraints,
issues I will encounter, and issues that will affect my study.
*I included this Research Journal to show my readers what constraints,
hardships, and cultures I may be studying. This will aid in my final project by
also showing my background that is pre-established in Sodexo and hopefully
my final answer will also show the audience that I am not biased towards the
subject.

21. Research Journal #10

• Shumway, JenAnne. Research Journal #10, Research Project, 2
pages. 10
October 2009.
*This entry asked us to look at our research proposals and prepare for a
meeting with Dr. Carter. We were asked to analyze the field research project
design and answer general questions concerning our project.
*I chose to analyze and research about the cultures in the cafeteria. This
helps to show my audience how I have progressed and this is the Research
Journal where I become very confident and solid in my project.

22. Research Journal #16

• Shumway, JenAnne. Research Journal #16, Chapter 5 Analysis.
22
October 2009.
*Part of this Research Journal asked us to read Chapter 5 in FieldWorking and
analyze what we read. There weren’t set questions to answer, other than
what each student felt the need to write. I chose to elaborate on how
students can read the staff members’ body language, and that each
ethnographer is to ASSUME NOTHING about the subject.
*To assume nothing about a field in which I work, grew up in, and eat in as a
student, was incredibly difficult. However, this was a chance for me to
stretch out my ideas and it helped me realize that I really should not assume
anything about my field. (I didn’t know it at the time, but I do now, how much
I assumed the students cared if a staff member was leaning up against a wall
or not.)

23. Fieldnotes
• Shumway, JenAnne. Fieldnote 1 with Analysis. SRSC Cafeteria.
1 October 2009.
*These fieldnotes were taken at the Sam Rayburn Student Center cafeteria. I
observed the general cafeteria during a lunch time. I focused mainly on
students and the comment board.
*These are general fieldnotes that will help my audience to see that I did in-
depth studying. Here, I begin to shed away my bias towards the staff
members and the food service. I realize that the students do not notice the
comment board as much as I anticipated.

• Shumway, JenAnne. Fieldnote 2 with Analysis. SRSC Cafeteria.

19 October 2009.
*These fieldnotes were taken at the Sam Rayburn Student Center cafeteria. I
observed the general cafeteria during a lunch time. I focus my attention on
the register with the cashier/greeter and the students entering the cafeteria.
I also notice the students who pick up comment cards, read the board, or
otherwise make a reference to the comments.
*These are general fieldnotes that will help my audience to see that I did in-
depth studying. As with my first set, I am quickly realizing that my
assumption (NEVER ASSUME) was false.

• Shumway, JenAnne. Fieldnote 3 with Analysis. SRSC Cafeteria.

8 November 2009.
*These fieldnotes were taken at the Sam Rayburn Student Center cafeteria. I
observe during the morning breakfast time. I watch the register to see more
closely the interactions between students and cashier.
*I am shocked and surprised at the interactions that happen as I notice a
student gets upset by the lack of an employee and walks in without paying. I
mention that the cashier – once informed of the issue – seems to use her
body language to portray to the student that she will question him about his
entrance, but the student does not pay. Because of her body language, the
cashier shows the student she will not raise her voice or create a fuss over
the issue and the student can lie.

• Shumway, JenAnne. Fieldnote 4 with Analysis. SRSC Cafeteria.

13 November 2009.
*These fieldnotes were taken at the Sam Rayburn Student Center cafeteria. I
observe the beginning of the dinner period. I focus particularly on the staff
members eating and watch their body language as students begin to line up
and come in to eat as well as how the evening cashier interacts with the
students.
*This time, I am not surprised by the way the employees act. I am surprised
by how the students respond to the fact that their servers are still lazing
around and talking loudly while the students are coming in to eat. I find
again that I have assumed (NEVER ASSUME) and I want my audience to see
that I have done in-depth research about this topic.

• Shumway, JenAnne. Fieldnote 5 with Analysis. SRSC Cafeteria.

17 November 2009.
*These fieldnotes were taken at the Sam Rayburn Student Center cafeteria. I
observe the staff members’ body language in relation to the students and
the services required of the employees. I make note of the body language of
each of the employees at the lines: the Grill, the Deli, International, Classics,
and Pizza.
*I am not surprised by the behavior of the employees. I am disgusted that
some chose to use their body language to portray feelings of possible
contempt, lack of interest, and boredom. The students do not seem to
notice, and I want my audience to see that I have done in-depth research.

• Shumway, JenAnne. Fieldnote 6 with Analysis. SRSC Cafeteria.

2 December 2009.
*These fieldnotes were taken at the Sam Rayburn Student Center cafeteria. I
observe the Comment Board even more closely during this dinner time than I
have previously observed. I use a “clicker” to count the number of students
who pass by the board and how many students either glance or stop and
look at the comments.
*These notes are particularly helpful in defining how many students even
know a board exists. My audience should understand that I was committed to
this project and should fully see a correlation between the way a student can
make an impact upon the service and whether or not the student does.

24. Fieldworking – Chapter 5

• Sunstein, Bonnie Stone, and Elizabeth Chiseri-Strater. "Chapter
5:
Researching People: The Collaborative Listener."
FieldWorking
Reading and Writing Research. 3rd ed. Boston:
Bedford/St. Martin's, 2006.
*This chapter focuses on not assuming (NEVER ASSUME) anything in the field
of study. The ethnographer is to view the culture as an outsider while
obtaining insider information. This is done to make the field more interesting
and informative to the outside audience.
*This was particularly beneficial to my project as this chapter taught me to
NEVER ASSUME, and this is very difficult as my chosen field of study I am
both an average student in, an employee for, and I was raised in this
environment.

25. Plans and Materials for Two Key Presentations

• Laptop of video interviews and quotes
• Food from Cafeteria (such as desserts, snacks, drinks, etc.)
• Poster board filled with pictures