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RECOUP/Using photography: Difference between revisions
From OER in Education
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→Setting up the use of photography in research: - Changed long bulleted list to subheadings.
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These are the points which need to be discussed in this primarily didactic session. Some aspects of these discussions can be supported by the use of the attached [[Powerpoint]] | These are the points which need to be discussed in this primarily didactic session. Some aspects of these discussions can be supported by the use of the attached [[Powerpoint]] | ||
'''#Clear indication of the usefulness of photographs in your research focus:''' | <u>Are the following paragraph the list referred to above? The '#' always needs to be at the start of the line. To get a numbered list and bold, you need to put hte '#' first. Then the ' ' '. I.e. this works:</u> | ||
#'''Clear indication of the usefulness of photographs in your research focus:''' | |||
<u>However, it seems to me that subsections would be better, and I've put this in below, subject to discussions. [[User:Bjoern|Bjoern]] 09:02, 21 August 2008 (UTC)</u> | |||
=== Clear indication of the usefulness of photographs in your research focus === | |||
It is important to be clear about the research questions/topic that you would like to base your photographic exploration around. It is important to state it in a clear and an unambiguous manner. Even though analysis happens after the data collection, it is important to begin with a clear idea about how these will be analysed. There are many different ways in which images could be analysed – the content of photographs, the quantities of specific artefacts produced or the proportion of people who produce photographs about various themes or indeed what has not been represented. | It is important to be clear about the research questions/topic that you would like to base your photographic exploration around. It is important to state it in a clear and an unambiguous manner. Even though analysis happens after the data collection, it is important to begin with a clear idea about how these will be analysed. There are many different ways in which images could be analysed – the content of photographs, the quantities of specific artefacts produced or the proportion of people who produce photographs about various themes or indeed what has not been represented. | ||
An approach that is greatly recommended where research participants take pictures is to conduct a one-to-one discussion with them to make sense of the pictures they have clicked. Why they have clicked? What does it mean to them? What is important in it? These discussions can be recorded and transcribed or one can rely on good note taking. | An approach that is greatly recommended where research participants take pictures is to conduct a one-to-one discussion with them to make sense of the pictures they have clicked. Why they have clicked? What does it mean to them? What is important in it? These discussions can be recorded and transcribed or one can rely on good note taking. | ||
===Choosing the type of camera:=== | |||
You need to make decisions about what kind of camera will you use- digital cameras, or conventional film cameras, or even disposable camera. Deciding on either one has important implications in terms of costs, feasibility to develop the pictures and storage issues. Some researchers have also argued about the ethical dimension of using one type over the other. | You need to make decisions about what kind of camera will you use- digital cameras, or conventional film cameras, or even disposable camera. Deciding on either one has important implications in terms of costs, feasibility to develop the pictures and storage issues. Some researchers have also argued about the ethical dimension of using one type over the other. | ||
Explain clearly the functions in the camera. As a researcher using a camera you need to be clear about its functions. If handing over the camera to the participants then you need to spend time explaining them how to use it. You need to make sure that they are comfortable about using the camera. | Explain clearly the functions in the camera. As a researcher using a camera you need to be clear about its functions. If handing over the camera to the participants then you need to spend time explaining them how to use it. You need to make sure that they are comfortable about using the camera. | ||
===Ethical issues around using photography in research=== | |||
Despite its growing use, and the powerful data it produces, the use of photography in research is not without ethical and paradigmatic challenges (Emmison & Smith, 2000; Harper, 2000; Ziller, 1990). These challenges are best articulated as a series of questions relating to each of the three types of photography useful in research. | Despite its growing use, and the powerful data it produces, the use of photography in research is not without ethical and paradigmatic challenges (Emmison & Smith, 2000; Harper, 2000; Ziller, 1990). These challenges are best articulated as a series of questions relating to each of the three types of photography useful in research. | ||
