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RECOUP/Using photography: Difference between revisions
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<noinclude>{{RECOUP_header|Using_photography}}</noinclude>{{header}} | <noinclude>{{RECOUP_header|Using_photography}}</noinclude>{{header}} | ||
=Management and Analaysis of Data (2) | =Management and Analaysis of Data (2) - Use of Visual Images= | ||
<u> headings and sub-headings need attention here... consistent hierarchy </u> | <u> headings and sub-headings need attention here... consistent hierarchy </u> | ||
=Introducing photographs in research= | |||
'''Time:''' 40 minutes | '''Time:''' 40 minutes | ||
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<u>BJOERN: not sure how to get the numbering right using the # function on wiki. Please help format the numbers, they all read 1 now! Also in the next lesson of this session... </u> --- <u>I've fixed this now. The main thing is to not leave blank lines between bullents, and to keep '#' at the start of the line (adding a '*' or '#' to make a plain or ordered list respectively,see above). [[User:Bjoern|Bjoern]] 10:27, 21 August 2008 (UTC) </u> | <u>BJOERN: not sure how to get the numbering right using the # function on wiki. Please help format the numbers, they all read 1 now! Also in the next lesson of this session... </u> --- <u>I've fixed this now. The main thing is to not leave blank lines between bullents, and to keep '#' at the start of the line (adding a '*' or '#' to make a plain or ordered list respectively,see above). [[User:Bjoern|Bjoern]] 10:27, 21 August 2008 (UTC) </u> | ||
=Setting up the use of photography in research= | |||
'''Time:''' 30 minutes | '''Time:''' 30 minutes | ||
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<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> | <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. | ||
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Besides these ethical quagmires, how photographs are presented is also fraught with difficulty. Researchers need to be particularly careful that not only the spectacular images make it to conference presentations and reports. If these ethical considerations are negotiated with care photography can be an enormous asset to research, socially in allowing young people to represent their own lives. | Besides these ethical quagmires, how photographs are presented is also fraught with difficulty. Researchers need to be particularly careful that not only the spectacular images make it to conference presentations and reports. If these ethical considerations are negotiated with care photography can be an enormous asset to research, socially in allowing young people to represent their own lives. | ||
= Post session: = | |||
It would be useful for the workshop participants to get a copy of the [[Handout]] as a reminder of things that need to be considered in setting up an auto-photographic project. | It would be useful for the workshop participants to get a copy of the [[Handout]] as a reminder of things that need to be considered in setting up an auto-photographic project. | ||
= References = | |||
Alam, S. (1994). The Visual Representation of Developing Countries by Developmental Agencies and the Western Media. Retrieved 7 March, 2007, from http://zonezero.com/magazine/articles/shahidul/shahidul.html | Alam, S. (1994). The Visual Representation of Developing Countries by Developmental Agencies and the Western Media. Retrieved 7 March, 2007, from http://zonezero.com/magazine/articles/shahidul/shahidul.html | ||
