Photovoice project
The exhibition on 3rd June was a great success. This presentation highlights the process for setting up and opening the exhibition and gives an overview of the initial findings from the research project as they are presented in the exhibition.
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All the hard work is coming together. On Monday 3rd June, I’ll be holding an exhibition in the Learning Hub at the University of Northampton. This is to showcase the photographs by the MSc Public Health students who have been co-researchers on my project:
Exploring the transition of international students to UK Higher Education (HE).
The exhibition will celebrate their photographs and highlight some of the key experiences they have had, coming to study at the University of Northampton.
I’m exciting to exhibit their work. The students’ photographs will be presented alongside quotes from the research interview that highlight key themes from the project.
The exhibition is being held in the exhibition space, on the ground floor of the Learning Hub at the University of Northampton, between 11am and 4pm.
Attending a multiday conference can be an overwhelming experience – both in terms of choices (what to attend) and listening and taking in everything that you hear. As I mentioned in my previous post “Preparing to attend a conference”, with experience, I have learnt that taking verbatim notes can add to the challenges of attending a conference. So I can take full advantage of the opportunities available, I use my notebook to write down useful phrases, citations and ideas that they highlight in the talks. What I focused on this year were key theorists and ideas that I want to follow up.
Depending on your organisation, you may be asked to share ideas or things you learnt from the conference, so trying to distil those into key elements is really helpful. Think about your audience (even if it is only you), what do you want to take from it and what did you find the most helpful?
After returning from the conference, I take the time to type up my notes and look up references to any theorists or papers the speakers may have mentioned. A real benefit of attending a conference like LILAC is the way it can introduce you to completely new concepts and offer suggestions for further areas to explore. This was particularly beneficial to me this year as I attended with my research in mind.
This year there was a strong focus on generative AI – as you might expect. Discussions varied from keynote speakers to presenters sharing examples from their area of practice. Rather than focus on any one talk, I’ve just noted some of the key elements that were discussed and what I found interesting.
There was a clear drive to understand both the positive and negative impact of generative AI. Speakers looked at it from multiple angles, highlighting that it is built into products that people aren’t even aware of (such as databases). It’s also energy heavy (endless server farms that have to be maintained) and perpetuates social inequalities (including how workers have been used to train AI). They also highlighted that there are implicit biases built into the AI training data (a dominance of Western, English language texts), therefore we need to be aware of and challenges those in the outputs. A clear message from LILAC was that we all need to move from the hype cycle around generative AI (where everything is new and exciting) to a reality where it is just a tool that is used for specific occasions. It can be a useful conversation partner to work through ideas, but it is not a reliable source of information.
Whilst you have to have digital skills and capabilities to use generative AI, the potential of it to help increase access to and awareness of research data that is hidden in repositories and internal silos is a positive one. Therefore, we need to help people to access and use it effectively – if they need it.
A handy nugget from one talk is that challenging ChatGPT makes it lie!
We also need to encourage transparency, explaining how and when we use it and sharing good practice. If we are truly digital citizens then we should be critical and responsible when we use these tools.
Outside of generative AI, presentations highlighted interesting ideas with things that I want to explore in more detail.
A workshop which facilitated discussion around authenticity and organisational hypocrisy. This also highlighted the concept of vocational awe (Ettarh, 2018). They asked the question – how honest are we when we teach? I would say I am and I enjoyed reading Ettarh (2018) after the conference to increase my understanding of their perspective.
Knowledge sharing at conferences can’t be ignored. Ohio State University presented a really interesting project around student orientation. I learned from their project and the tips they happily shared, for example the simplicity of good reflective questions, courtesy of Ohio State University.
It was also interesting to see the posters presented at LILAC, seeing innovative teaching methods and research projects. I’ve made a note of a couple of ones I want to follow up with when I have more time.
The key message I took from the conference was about listening to, working with and valuing students. It aligns with my own approach and interests, so I’m going to follow up on the articles that discussed building relationships with students and creating safe environments for them to flourish.
A number of different articles and books were highlighted during the conference. Some were fairly easy to track down. However, with others I’m going to have to look at the LILAC archive to follow them up or get in touch with the speakers. Keeping an open mind and exploring new and interesting ideas can make a conference a very interesting and engaging place. I’m looking forward to continuing to explore the ideas shared at LILAC!
Goblin tools – magic to do list (AI tools) (for neurodivergent individuals): https://goblin.tools/
Ettarh, F. (2018). Vocational Awe And Librarianship: The Lies We Tell Ourselves. In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2018/vocational-awe/
Leon Furze: Teaching AI ethics: https://leonfurze.com/ai-ethics/
Pickard, A. Jane. (2013). Research methods in information (2nd ed.). Facet.
Creswell, J. W., & Creswell, J. D. (2023). Research design : qualitative, quantitative, and mixed methods approaches. (Sixth edition / John W. Creswell, J. David Creswell.). SAGE.
Comments closedSo, I’ve written about how to plan your search, now I’m going to tell you about how my search is going. In my previous blogpost I highlighted three basic elements to a literature search strategy:
First, the plan. I’ve explored the keywords I want to use. There are going to be a variety and it’s going to change as I come across different ideas and thoughts in the project, but here they are:
| Photovoice | “International students” | “Higher Education” | UK |
| “Participatory photography” | “Foreign students” | University | “United Kingdom” |
| “Photo elicitation” | undergraduate | College | England |
| “Photo novella” | postgraduate | Tertiary education | “Great Britain” |
| masters | “Northern Ireland” | ||
| “British Isles” | |||
| Wales | |||
| Scotland | |||
| GB |
My focus is photovoice, so you can see how I’ve tried to prioritise the different related terms and synonyms. The other elements of the keyword table can be added into the search or used separately. You can view the keyword table with the first column as my research focus, and the other three columns providing context. The UK context isn’t essential to my research, but it is helpful if I need to focus my search or relate the student experience to the UK educational environment, not all universities around the world teach in the same way.
I’ve also been searching separately in relation to research methods, as I plan the project, and looking ahead to writing up the project, thinking about the justifications and evidence for the decisions I’ve made. Below are some additional keywords I’ve been using and am considering using:
So far I’ve searched in a few different places. I’ve used broader search terms like “visual research methods” or “qualitative research” when looking for books on the catalogue (NELSON). When searching the databases, I’ve been using the below search string. I’ve tried to focus my search in abstract or keywords, but not all databases have the same functionality.
photovoice OR “participatory photography” OR “photo elicitation” OR “photo novella”
The search terms aren’t interchangeable, but they should pick up related literature that could help me understand the recruitment and facilitation of the research. Below are the databases I have searched and will search.
Still to do: SAGE, Web of Science, Wiley.
This is really key, taking the time to look at the results you have and adapt your search based on what you get. I’ve noticed doing a general search just in relation to photovoice, has been fruitful. However, thinking about how to focus the search so I’ve got a manageable number to review is difficult. I don’t necessarily need to focus on peer-reviewed or published literature, but sometimes those filters (alongside date ranges) help to get manageable chunks of literature to review. I know I have to go back to the education databases to search more broadly around international students, also including a focus on transition and masters education, which aren’t currently featured in my keywords list.
I’m reviewing what I’ve done, reflecting on what worked (and didn’t) and identifying what and where I need to search next. Therefore, I’m making progress but there are more keywords to explore, more searches to do, and more literature to read!
Language is so important in how we speak, what we say and what is heard. In research, the terminology is fraught with contention. Words that were acceptable yesterday, have a new connotation when viewed in the light of today. We have moved away from a mindset that research is ‘done’ to someone, and we have (thankfully) evolved into a time where we work with the people around us.
Working with people, I think is key to understanding what we’re researching. From an action research point of view – I’m learning and researching an area that will improve my job and the way I work. I don’t claim any expertise in this research area, that’s why I’m taking time to learn and explore. I have experience in information literacy; however, I’ve not used the photovoice method before and I’ve never been an international student coming to the UK to study on a masters’ programme. Therefore, in my research I wanted to work with my ‘population’ or group.
So, if I accept the principle that I’m not the expert and I want to work with the individuals relevant to the research project, I feel I can call them co-researchers. They are reflecting and investigating their own experience. However, I’m conscious that some interpretations of the co-researcher role involve those individuals designing, planning, delivering and analysing the research (Sierra‐Martínez et al., 2024). Whilst this is the ideal, I don’t think it’s achievable in my context. The ethical guidelines at my institution state I can’t provide any incentive for taking part of the research. Therefore, I’ve tried to reduce the burden of taking part as much as possible. Planning, delivering, analysing and disseminating research takes a lot of time, I don’t feel I can ask that of students who are primarily here to study. I feel cheeky asking for 4-5 hours of their time when I have nothing to offer them than the experience of taking part.
However, they do get knowledge and experience through taking part in this project. They are exploring a visual research method that stems from their own field – public health (Wang and Burris, 1997). Using photography to showcase their experience. They decide how and what the research focuses on. They also gain experience through their involvement in the process, seeing what’s involved, reflecting on their experience and considering what they could do differently. They’ll have an opportunity to meet other students on their course and hear their experiences moving to the UK for the same course. Seeing if they have similar experiences and potentially learning useful things to help them succeed.
At the end, of the project, they get to see their photographs and experiences exhibited for the university and wider community. Celebrating them as individuals and given them an opportunity to highlight what the experience has been like for them.
So calling them participants feels like it undermines their involvement and my respect for their experience. They’re not just participating; they are fundamentally shaping the research. Without them, the research would not take place.
One of the studies I’ve read, recently, referred to those generating the images in a photovoice project as ‘informants’. They provided the images and captions for the project, but they weren’t otherwise involved, and I don’t think they took part in discussions around the photographs – they were submitted to the research group and analysed separately. The project created a high volume of images (over 700) so I can understand the distinction between the informant, who submitted the images versus the co-researchers, who were actively involved in planning, delivering and analysing the research (Sierra‐Martínez et al., 2024). I’ve perhaps watched too many detective shows, but I’m wary of calling anyone an informant.
Yet participant seems disconnected too. I don’t feel it gives enough credit to the individuals’ input into the project. So, I’ll stick with co-researcher when talking about my project. For me, they are integral to the work, I would have nothing without them, and they are going to be the ones defining the outcomes. They’ll discuss the photographs and captions, identify the themes and share what their experience has been. I think, for my project, co-researchers shows the respect I have for the students I work with and how integral they are.
Sierra‐Martínez, S., Martínez‐Figueira, M., Castro Pais, M. D., & Pessoa, T. (2024). ‘You work, I copy’. Images, narratives and metaphors around academic plagiarism through Fotovoz. British Educational Research Journal, berj.3977. https://doi.org/10.1002/berj.3977
Wang, C., & Burris, M. A. (1997). Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment. Health Education & Behavior, 24(3), 369–387.
Comments closedIt’s been fascinating running the training workshops for my research project. I have a lot of experience teaching and engaging different groups of people, but setting up, planning and delivering the photovoice training workshops has been interesting. Fundamental to my planning was my attempt to remove all barriers to attending and engaging with the research project.
First, I had to make sure that the training workshop was designed to deliver key information and underpin the activity I wanted the co-researchers to engage with. Planning with the end goal in mind, I wanted through the following questions:
They had to understand the principles of the project – what I was trying to achieve, the method I’m using and what I’m asking them to do. The literature offered some vague guidance, normally a sentence or two about ‘participants were trained in the principles of photovoice’. That’s where the experience of attending the Photovoice workshop was useful as I could reflect on the ideas we discussed and consider their activities.
The ethical principles and ground rules are key. This was set out by the University’s ethical principles and my ethics application before I started the project. I’ve made all the information available on my blog, so it’s readily available to anyone. However, I wanted to be clear and concise about key principles.
They only need to share what they are comfortable sharing, and they shouldn’t put themselves at any risk when taking photographs.
I was going to be very clear that any individuals who were photographed would need to sign explicit consent forms before the photographs were taken, so it’s much easier to focus on things and ideas, rather than people.
With images dominating the world around us, I wanted to take the time to talk with my co-researchers about the fundamental principles of visual literacy. Taking the time to discuss images to demonstrate how individuals can ‘see’ and ‘read’ images differently depending on their background, history and experience has been valuable. I used two activities with photographs. First – to discuss the content, ideas and perceptions of a photograph. The second, to classify, organise and sort a selection of photographs. I chose the photographs that were relevant to my context, and that modelled what I wanted, in the sense that they didn’t include people.
I also needed to consider any potential barriers that might prevent individuals from getting involved in the research. I reviewed their timetable, their assessment dates and any additional events the programme team were planning for the cohort. Therefore, all the data collection (training workshops, photography and focus groups) would have to be completed by the week before Easter. Taking that as my end point, I then broke down the research activities into chunks so that I could deliver the training workshops in enough time for them to take the photographs and engage with the focus groups before the Easter break.
Planning the content of the workshop, there are key elements that must take place. The co-researchers needed to know exactly what I’m asking them to do, and they needed to complete it within the ethical boundaries of the project. Although some photovoice projects can last a year or longer, the time restrictions mean that mine has had to be focused and succinct. The research project ran along the lines of an assignment: they have prompts or a brief for the photographs, a deadline to upload them by, and a focus group to discuss them in.
Delivering the workshops has been interesting. I delivered one workshop online (to account for potential co-researchers who weren’t in the country yet) and all the others have been face to face. The potential co-researchers were able to choose a date and time to suit them and I was as flexible as I could be around their timetabled session and availability of rooms. This meant that often the workshops were delivered on a one-to-one basis. I was concerned that this could be intimidating, but it was interesting for me to work with these students on an individual basis. Working through the activities they have all looked at them differently and brought different ideas and perspectives to the discussion. There is no right or wrong with the images, and it’s been so lovely to see the photographs from completely different perspectives. I couldn’t have predicted what they have highlighted from their observations. I haven’t recorded what they have said as they were training workshops, but I’m really excited to see what they bring to the photographs and focus group discussions.
After each workshop, they left with a physical handout (explaining the project, what I’d like them to do and with guidance on how to do it safely). They were also given a consent form for the photographs. This is separate from the research project – as it asks them how they would like their images to be credited (their name or a pseudonym) and asserts their role as the copyright holder of the photographs, giving me licence to use them for the research project. After the workshop I also then emailed them copies of the documents, along with a link to their personal padlet site for them to upload their photographs to. Again, this follows my idea of trying to make it as easy as possible for them to engage with the project and remove any potential barriers I could foresee.
It’s an interesting question to consider and a key one if you want to justify the cost of attending a conference to your employer. I’ve written down some of the key benefits I’ve appreciated attending conferences in my role.
There are numerous ways to keep up to date on the developments in the profession: newsletters, emails and reading the publications relevant to your work. However, you can’t follow up and ask questions. Attending a conference is a unique way to get all the information in one place. It’s incredibly useful to have an opportunity to ask a follow-up question after a talk or listen to someone else’s questions and hear additional information. It’s an opportunity to talk to a subject expert. At conferences most people are keen to discuss what they’re doing, and even answer questions in the coffee queue!
Conferences can be a great showcase for developments. Whether that’s from sponsors and exhibitors who are presenting new developments and products. Or, from talks and posters at the conferences. This is where you will be able to see key developments showcased for everyone. Things that are from another sector, might strike a chord with you and be something that you can investigate in your own institution. Keeping your eyes and ears open means you can come across interesting developments you can take forward.
It’s also a chance to learn from other people’s experience. In our busy jobs we don’t always have the time to try out every new idea and development. At a conference speakers will present what their experience has been like with a new piece of technology, software or teaching approach. Listening to their point of view, understanding their context and yours, means you might be able to introduce what they’ve done back at work. Or being able to ask them questions, you can get an idea of it is appropriate in your context. This can save time and energy!
Although it’s nice to be the first one to do something and try something novel, we don’t always have time. We might be aware of a problem or issue we would like to explore, but don’t have the time to do it. Attending a conference and learning about how someone else has successfully implemented a new support idea for students is helpful. If it works there, and they have a similar experience / environment to you, it might be worth trying. Plus, you’ll know someone you can ask about it later, when you’re trying it out. Most presenters are happy to talk about their work and ideas and they’ll often share their contact details so you can get in touch after the conference.
Many people shiver at the idea of networking and there are those people that actively avoid it. However, you can make some interesting and helpful connections at conferences. Even if it’s just smiling at someone in the queue for coffee, you might make their day. Conferences can be overwhelming at times, so friendly faces are always welcome. Asking people what talk they’ve just been to and what they found most interesting can be a great way to start and conversation and make connections. Sometimes even being quite bold and walking up to someone and asking if you can join them for coffee, or if they mind if you sit with them, can help you meet new people. These people could be in similar positions to you, or in a completely different role and you get the chance to find out how things work elsewhere.
In my view point I find there are two overriding benefits of going to a conference: learning from other people and meeting people from across the sector. If you’re open, interested, and listen well, you’ll take away some interesting ideas to bring forward. You may also learn about other people’s mistakes and learn what to avoid (for example, that software was a waste of money, you’re better off sticking with what you have). Those people you meet, can be helpful later when you have questions about something. Or even, just bumping into them at another conference – there’s a friendly face!
Going to a conference is an exciting but trying time. Exciting – in terms of thinking ahead to what you’ll learn, who you’ll meet and what knowledge and ideas you’ll bring home. Trying – in that the administration can be quite arduous.
Attending a conference can be overwhelming, trying to plan what you need to bring, what you need to wear and what you want to get out of the conference. In this post, I’m going to reflect on some of the key things I’m considering ahead of attending LILAC at the end of March. I’m preparing for my role both as an attendee and as a presenter.
Photo by The Climate Reality Project on UnsplashThe first conference I attended when I moved into HE was LILAC and there was a great talk that really helped me understand and get the most out of conferences. As librarians, we talk a lot about planning your literature search to get the most out of the work we do. The same can be said of going to conferences. Having a plan of action, knowing what talks you’re going to, what’s happening and when can help make the process seamless.
First things first – transport and accommodation. This can be the trying part of the administration of attending the conference. Doing the paperwork required of your institution, making the choices (if you’re allowed) about where you’re going to stay and how you’re going to travel. If the journey is longer than an hour by train, depending on the location, it might be worth staying over the night before the conference. This is especially true if you’re new to the conference and there are pre-conference orientation events you can attend. Some conferences offer first-time attendees a chance to meet before the main event, so you have a chance to meet some friendly faces.
I like to set up a Google map, tagged with where key locations are such as transport links, accommodation, conference location and any additional events (like conference drinks or a meal). This way, I’ve got it handy on my phone and can have directions available when I need them.
Then, it’s about choosing what talks you want to go to. If you can book in advance, this is helpful. That way you can identify talks that are going to be most useful to your role, your institution and your own development. If you’re lucky enough to be attending with a colleague, it might be worth dividing out some of the key talks to make sure you’re able to take advantage of attending. Most organisations appreciate a report on the key things you’ve learnt.
After various trials and tribulations, I’ve stopped bringing my laptop into the talks in conferences. It sounds counter-intuitive, but it allows me to really focus and be in the moment. The temptation when you’ve got your laptop to try and write everything down, to take copious notes and to check the odd email when you’re away turns a conference talk into a competition, rather than a learning experience. Some people are brilliant at capturing the essence of a talk and posting it on social media, unfortunately I’m not one of them. For me, it’s better to take the time to write things down by hand. It means I’m listening for the key points that strike me and I’m listening attentively rather than trying to correct my inaccurate typing. I’ll have my phone available to take a quick photo, if there’s a useful graphic or slide, I want to refer to.
These notes are really helpful for me after the conference, I usually type them up and whilst I’m doing that, I can focus on the most relevant elements I want to take forward. I’m learning to distil things to the key points, rather than trying to write everything down. That way, I can also identify any ideas I want to share with colleagues, and I share just those salient points, rather than the whole thing.
From a presenter point of view, there are a few more elements I need to consider. Most conferences want slides or presentation material ahead of time. That’s helpful in encouraging me to plan ahead and it also gives me time to think through what I need. I try and keep slides to a minimum so I can expand when talking in person. That’s a reflection of my own frustration of trying to read copious amounts of information on a slide when the presenter is discussing something else. It’s confusing and tiring.
So, at this point, the presentation is all prepared and sent ahead. The other things I need to consider is any additional elements I might need. Do I need handouts or resources for any activities I’m planning? Is everything accessible and easy to understand? I’m trying to make sure that everything is straightforward, it’s easy to engage with the session and easy to ask questions. I also want to make sure I have a backup; I’m going to make sure I can access my slides via the cloud. I’m going to print out my notes and activities, so I’ve got something to refer to if I need to.
I’m looking forward to attending LILAC. I’ve registered for the key talks and I’ve got some questions I’m interested in learning more about. If possible, I’ll try and talk about the presentations afterwards with someone else who attended, sometimes those conversations can help me identify the most relevant things I learnt.
Lessons learnt:
Useful links:
Google Maps: https://www.google.co.uk/maps/preview
Comments closedIt’s a really interesting conundrum to be in – completely in charge of my own time. In my day job, as an academic librarian, my work days are defined by teaching, student tutorials, meetings and teaching prep. No day is the same as another. Often it is my outlook calendar that dictates what I do when. I even timetable in breaks and lunch, so that I have time to breathe and get some fresh air. Now, I am my own boss.
Theoretically during this fellowship I can do things as and when I want to, no one is looking over my shoulder and I’m not accountable to anyone. Well, that’s not really the case – I’m still a member of University staff and I’m a professional. I have a great mentor to bounce ideas off and colleagues who are interested and supportive of my research. So one thing I can tell you is I want to do my job well – whatever role I’m in and whatever I’m doing. Therefore I want to make the most of this fellowship. It’s an incredible opportunity and I want to make the most of every minute. At the end, I want to feel confident that I have done the research to the best of my ability, supported my student co-researchers to explore their experience and help them showcase what they want to share with the University community. I am the facilitator that can bring their message to the world around them.
So, how do I make the most of the opportunity? Well, I’ve already written about “Getting organised”, so now a few weeks later – how am I keeping motivated and managing my time? The principles I put in place are the foundation. The Gantt chart, being able to see the bigger picture and the deadlines keeps me aware of how quickly time is passing.
Exploring the student timetables also gives me great awareness of the time pressures I need to meet – I want to make sure I’ve finished my data collection well before they start working on their assignments in earnest and well away from their deadlines. Fundamentally, I’m trying to remove any burden or barriers to my student co-researchers taking part.
Writing lists, using lists, amending and updating lists is key. Each day I try and focus on the main things I want to achieve. Ideally three main tasks that I can tick off the list. Going back to my Gantt chart and seeing jobs complete is a great step forward. I’m also breaking tasks down into achievable elements that I can work through. Sometimes it’s being aware that things will take longer than you can allow in one sitting. Or you need to go back and revisit something you thought you’d done. For example, I’d booked in all my training workshops, added them to an online booking system and advertised them on the virtual learning environment and website. However, as I still need more co-researchers, I’ve had to create more training workshops, book rooms, add more to the booking system and advertise them. The window of opportunity to recruit, train and discuss with the co-researchers seems to be getting smaller.
However, rather than focusing on negative elements. Time is flying by: I’m not sure I have enough co-researchers. I’m looking for solutions. What can I do to recruit more? Is there anything I can do to get ahead. For example, it seems crazy to me, but I’ve already booked the exhibition space for June and thought about the costs of printing the photographs and how I want the exhibition to go ahead. I’ve also spoken to the programme team to make sure they have availability and would be able to attend. That’s months away, but it’s something I have done and put in place. It’s a few tasks ticked off my lists.
It’s also about going with your feelings or mood. Often, you don’t have the luxury of doing what you want to do, because there are deadlines to be met and others counting on you. Here, in this project, if I’m not really feeling very organised, or I don’t want to spend time on the laptop I can take a step away. Pick up that book chapter I need to read, or journal article someone mentioned to me and read. Taking time out to read and learn from others’ points of view is incredibly rewarding. When I was planning the training workshop, it was really helpful to revisit some of the articles that inspired the project. Re-reading them, there were different elements I came across that helped me adapt and build the session.
Although I wrote earlier that I’m not accountable to anyone, that’s wrong. I feel a strong sense of purpose to make sure my research is worth the funding I have been awarded. I want to demonstrate that the faith that has been put in me is deserved. I want to support my co-researchers to share their experience and do justice to what they share. So that their colleagues, tutors and university can see what they have achieved. I also want to demonstrate to my mentor that I have the capability and capacity to do the research. As someone I look up to, I want to make sure their time has been well-spent with me. My team has also put a look of faith in me, encouraging me to go for the fellowship, giving me encouragement. I want to do well for myself, but I want to do well for them too – that they can see the project was worthwhile, the time well spent and I’m coming back to the team and the department with new knowledge and experience that I can share with others. Although it’s a solo project, it’s a project I share with others. So, fundamentally my motivation to keep going is about doing justice to the time, energy and faith that others have put in me. Fundamentally to keep motivated – look at who you are accountable to and why you need to do it.
Microsoft Planner Essential Training
Comments closed
Traditional research involves an individual or team testing something or looking at something. There is an element of observation from an outsider – looking down and looking into another world, like an alien observing the Earth. However, as our awareness of ourselves and the world grows, research methods have moved into greater awareness of the impact of the research in and of itself, as well as the implications of the intervention. Research methods have expanded to look at how the researcher is central to the outcome of the research. How their role affects the study. Growing awareness of this impact has awarded researchers the opportunity to look at what they can do to improve the research model. Ethics being a core part of this – investigating, planning, and preparing to conduct research ethically. Conscious of the impact of data collection and investigation can have on the individuals, we realise that research is not benign – it affects the very community or topic we’re investigating.
With that in mind, newer research methods are reflecting the researcher within the project, considering how the outsider impacts the data they collection and the situation it observes. I’m obviously talking about this from a point of view that is well away from the complexity of scientific experiments. Safe in the knowledge that whilst my research in the social and educational spheres won’t change the world – they could improve my work and my role.
Privilege is a topic that has made the news for numerous reasons over the last few years and it’s a complex discussion that I’m not going to address here. Suffice it to say, I know it’s a debate that will continue well beyond my research fellowship. I know I am in a very different position to my students. My background as an Academic Librarian is very different to their professional health roles. My experience as an international student was now several years ago (well over a decade, but I’m not saying that out loud so you can’t judge me). When I studied abroad, I did it for an academic year as part of my undergraduate degree (rather than a whole programme). Skype was in its infancy and email was the main way of contacting people back home. Therefore, my experience, whilst nominally has some links to the students I teach (I’ve studied both at undergraduate and postgraduate levels, I’ve studied in another country and lived abroad) time and life has moved on. I don’t want my experiences to influence or shade theirs. That’s why photovoice is so appealing – I’m working with the participants as co-researchers. The students who take part in the study will decide ultimately what the outcome of the research is. It’s their photographs, their captions and their conclusions on the themes and experiences they share. I, the researcher, am a facilitator but I don’t translate or amend what they do.
This will be an internal exploration of their experience. They show what they are prepared to show and they leave out what they don’t want me to know about. I’m in the privileged position to work with individuals who have a wealth of experience that I can only learn about. This is one of the massive benefits of my job, I work with incredible people and I learn something every day. What I’m excited about, is thinking about what they want to share with me and how they see my world.
Northampton is not my hometown, it’s not where I was brought up. So I came to the town as a stranger. Friends and colleagues, I worked with, kindly gave me an insight into the idiosyncrasies of the place. It’s now a town I call home and there are parts that I feel incredibly pleased to live close to. The theatre has to be one of the massive benefits of living here. If I were to go back to my hometown – it would be different. The world has moved on, businesses close, businesses open. Houses get built, people move. The way we interact with our environment has changed. Now everyone has a device that can help them navigate a foreign landscape in their pocket. Are phones are often our gateway to something new. I hope that my student co-researchers use their phones (and especially their cameras) to share what they feel, see and experience in this new town. This is about their exploration of a new environment. Though their photographs and descriptions, they can help me and the rest of the university community to see what they see. They will hopefully be able to highlight the things we do well and potentially the things where we might be creating barriers for them.
I hope that in this project I am giving them a new way to explore – encouraging them to reflect on their experiences. I also hope that they find the focus groups interesting and energising – giving them a chance to see if their experiences are shared and also how others have experienced the same thing they have. This is about their internal exploration of this new world of postgraduate study in the UK. Rather than my external observation of their experience. The photography exhibition will be their way of highlighting and showcasing their experience. Through the knowledge I gain, I can amend and change my practice to ease their transition and those that follow them.
Keep your eyes open, don’t let your past dictate your future.
Photovoice: https://photovoice.org/
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