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Transition to UK HE: Professional Practice Fellowship Posts

What do you mean – information literacy?

Published 26th February 2024 by Gillian

What do you mean – information literacy?Lightbulbs leading the way down a corridor of bookshelves

Many professions use specialist language to describe key areas of their work. This specialist language or vocabulary helps with professional shorthand, it is useful in transferring information in succinct ways. Different professions use a variety of language, sometimes it may make sense to outsiders, but often has to be ‘translated’ as taken out of context it can be very confusing. Information literacy – is just such a term, coined and used within library and information science. As with many areas, my views are developing and changing with time, experience and reading. I’ve included some references at the end of this post to articles I’ve read and that are making me think differently about information literacy practice.

Photo by Brendan Church on Unsplash

Information literacy is widely used in the library and information sector. Based on the principles of information seeking behaviour, discussed in the 1980s (Wilson, 1981; Kuhlthau, 1986). Information literacy loosely encapsulates the process individuals go through to find information; from identifying an information need, searching, and identifying the relevant information and then using it within their work or context. The terminology itself is not without debate – the use of ‘literacy’ can be viewed as classing those with little or limited skills as illiterate. There’s also the debate about how we ‘class’ it, as we explore and understand the process that moves information literacy from a static set of skills to an evolving and transitioning practice that is context specific.

Within UK Higher Education – information literacy is the focus of research and debate amongst academic librarians or subject librarians as they seek to develop the most effective ways of supporting their users to develop their information literacy practice and transfer their skills into their future work. Models and definitions of information literacy have been created by a number of different organisations (here are a few, but this is not an exhaustive list):

Photo by David Travis on Unsplash

Various researchers have explored the use of these models and definitions. Today, however, there is a growing appreciation that these English-language models and tools are focused on a Western experience and doesn’t reflect the wealth and breadth of information literacy practice across the world. Organisations have sought to update and adapt these models and frameworks based on growing technological changes (looking at media, digital and visual literacy), as well as growing interest in holistic and community knowledge creation (Hicks and Lloyd, 2016; Roberts, 2021). I might argue that key to information literacy practice are the critical skills to question the information, data or knowledge presented, compare with other sources, and synthesise into relevant knowledge for the context it’s needed in.

From my point of view as an academic librarian, information literacy theory and models are useful to understand the fundamental principles of information seeking behaviour. However, I recognise that the students I work with have a range of knowledge, skills and expertise from their lives that I need to support them to translate into our specific academic context. Someone can have excellent skills and abilities to find bargains, learn about their football team or study elsewhere, but coming into the sometimes-traditional landscape of academia and trying to find information for assessment can be a very different experience. I believe it is important to work with the student, to build from their experience and help them transition to using the databases we rely on for academic information. In an age of Google, misinformation, and information overload, it is perhaps even more important that we discuss these skills and principles of information literacy practice to help our community find truth and build their knowledge of the world around them. I agree with the idea that information is constructed within a social setting, we’re influenced by the people around us. Sometimes it’s even more difficult to challenge those we respect, with differing views. However, if we can navigate, find and understand the information it is easier to enter into discussions and work with people to explore the ideas and information around us.

Photo by Javier Allegue Barros on Unsplash

Lessons learnt:

• It’s library specific language, that isn’t widely understood outside the sector.
• Information literacy is context specific and a reflection of the whole person and the environment and community they exist within.

Useful links:

Information Literacy Group: definitions and models

References:

Hicks, A., & Lloyd, A. (2016). It takes a community to build a framework: Information literacy within intercultural settings. Journal of Information Science, 42(3), 334–343. https://doi.org/10.1177/0165551516630219

Kuhlthau, C. C. (1986). Inside the Search Process: Information Seeking from the User’s Perspective. Journal of the American Society for Information Science, 42, 361–371.

Reyes, B. M., Hicks, A., & Maxson, B. K. (2018). Information Literacy Practices of Spanish-Speaking Graduate Students at the University of Kansas, Portal, 18(3), 595–615.

Roberts, L. (2021). “This Is Just What We Do”: PhD Students on Becoming Scholars in a Community of Practice. Communications in Information Literacy, 15(1), 75–94. https://doi.org/10.15760/comminfolit.2021.15.1.4

Wilson, T. D. (1981). On user studies and information needs. Journal of Documentation, 37(1), 3–15. https://doi.org/10.1108/eb026702

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Applying to present at a conference

Published 19th February 2024 by Gillian

It’s a heady idea, presenting at a conference, whether you’ve done it before, or not. You’re putting your work in front of an audience of your peers and hoping for positive feedback. In this post I’m going to reflect on the process I’ve used when I’ve been applying to present at a conference, I think you’ll find them helpful. Although you may have others, I’ve broken it down into six main steps:

  1. Read the brief.

    Image by StockSnap from Pixabay
  2. Look at past conferences.
  3. Tailor your work!
  4. Review and adapt.
  5. Get feedback.
  6. Bonus: say thank you!

Let’s have a look at them.

  1. Read the brief.

It seems obvious, but it’s really important you read and understand what the conference is asking for. Conference committees are keen to have good quality papers presented at their conferences. They want to attract interesting speakers and innovative ideas. They also need to justify attendance cost and bring in an audience. For that reason, they want to make sure their conference is relevant and exciting for presenters, attendees and sponsors. Without a good programme, conferences can be stale and dull. They also don’t want to review hundreds of lacklustre abstracts. It takes a lot of time to review abstracts and put together a programme, so they’re trying to make it straightforward for all involved. Therefore the committees put together themes and information to guide prospective speakers on what to include. Make sure you include and refer to these as you draft your abstract. Is there specific language that they’re using? Are they linking it to an idea or debate that’s prevalent in your profession? If your idea for the abstract doesn’t meet their guidance, save yourself a lot of heartache and look for a conference where it would fit better. Most conferences are specific, even within a sector they look at key elements and debates. Make sure you’re choosing the conference that’s right for you and your work – rather than the most glamorous one in the nicest location! Don’t forget that deadline either. The brief will give you very clear guidance on what to do, by when – use it!

  1. Look at past conferences.

    Image by congerdesign from Pixabay

A good guide is their previous conferences. Look at the archive or past events on their website, what do the abstracts look like? Is there a common approach – introductory paragraph and then a targeted statement about the presentation? How many references / citations do they include? Do they include references? Is the language formal or informal? If there is a choice of presentation styles e.g., workshop, presentation, or poster? What is the difference between the way the abstracts are written? Be succinct. Remember your abstract is a sales pitch – you want the organisers to be interested and you want attendees to want to come and attend your presentation.

  1. Tailor your work

You may have a project that you want to present at multiple conferences as part of the dissemination of your work. You can’t use the same abstract for all of them. The essence may be the same (the work you’re doing) but the wrapping needs to be different and reflect the conferences you’re aiming for. It may be you emphasise one part of your project over another in different conferences. For example, if one is focused on information literacy – you want to make sure your language is linked to the relevant terminology. If another is focused on teaching styles, think about emphasising how your project is relevant to that. One size, does not fit all!

  1. Review and adapt

    Photo by Windows on Unsplash

Some people are brilliant writers, but the best writers will tell you – you need to review and adapt your work. Taking time to write your abstract in advance, put it away and look at it after a few days is really helpful. It helps you to distance yourself from what you’ve written and identify any typos or errors that have crept in. Think about reading your abstract out loud. Are the sentences too long (are you struggling for breath before the end of the sentence)? Look at your abstract as though you are judging it against the criteria of the conference. Have the conference guidelines to hand:

  • Are you referring to their key objectives?
  • Have you mirrored their use of language?
  • Is it within the word count?
  • Does it have a clear point – what do you want them to know?
  • Is it clear why you need to present?
  • What will the attendees get out of going to your presentation?
  • What’s the key “take away”?
  1. Get feedback

Having feedback from trusted colleagues is invaluable. It can be nerve wracking to put your work in front of a peer, they will read it from a fresh perspective. It’s especially useful if they’ve presented at conferences before, or you respect their work and their writing. Feedback can help you improve and develop your work and make sure it fits the brief of the conference. Sometimes feedback can be hard to receive, especially if you thought you had everything sorted and someone points out a major error. However, it’s much better to get that feedback now, from a colleague, than to put your work in front of a stranger and after all that time and energy get rejected.

  1. Photo by Towfiqu barbhuiya on Unsplash

    Bonus: say thank you!

Don’t forget to say thank you. Manners are free and they have a lasting impact. Say thank you to those that have helped you develop your abstract. Offer to return the favour if they need you to. Remember, you’ll learn from reading their work; seeing how they’ve constructed their abstract, what they focus on etc. When you find out the outcome from the conference – whether positive or negative, let them know. Building those professional networks is important.

Waiting can be one of the most difficult things. Waiting to find out if you’ve been successful and if you’re going to be presenting at the conference. When you do hear back from the conference, don’t forget to acknowledge it. Good or bad, say thank you, then you can move on. It’s even better if they provide feedback because you can save it and use it later when you next apply to present at a conference. If they’ve suggested amendments to your abstract, look at how that will affect your work and try and incorporate them if they’re appropriate. Sometimes you need to ‘live’ with the feedback and suggestions before you respond. If so, you could send a holding response – Thank you, I’ll have a look at your feedback and send you my response in a few days.

We don’t fail if we keep trying. See it as a learning opportunity. Next time, you’ll have that bit more experience and that bit more knowledge to bring to the equation.

Lessons learnt:

  • One size does not fit all!
  • Read the brief and keep it concise.
  • Plan and prepare, don’t rush it!
  • Read and review what you’ve written. Try and polish it before you submit.

Useful links from the Skills Hub:

How to write a paragraph: the essentials

Proofreading tips

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Annotated Bibliography – an introduction to photovoice

Published 12th February 2024 by Gillian

Annotated Bibliography – an introduction to photovoice

I wanted to put together my thoughts from the literature I’ve been reading. I’m presenting it as my version of an annotated bibliography so you can see that ideas that have caught my imagination from what I’ve read. These are my thoughts, so they don’t represent the whole complexity of the literature but are things that I’ve identified as being relevant to my research and interests in these areas.

I wanted to introduce photovoice through the literature. In these four sources I’ve followed photovoice from its inception to its implementation and use within the library and information sector (LIS). The sources introduce photovoice as a way of researching and empowering a community (Wang and Burris, 1994). There is then a call to use photovoice within LIS (Luo, 2017), followed by two contemporary examples that have inspired my own research project (Hicks and Lloyd, 2018; Tewell, 2019).

1.   Wang, C., & Burris, M. A. (1994). Empowerment through Photo Novella: Portraits of Participation. Health Education Quarterly, 21(2), pp.171–186.

This is one of the first articles that I’ve found that discusses the inspiration of photovoice. In this case, the authors are referring to the method they’ve used as photo novella. The article explains the creation of the process and how it was used in their public health research (Wang & Burris, 1994).

“Photo novella is a participatory process that integrates empowerment education, feminist theory, and documentary photography” (Wang & Burris, 1994, p.172).

Identifying the inspiration behind photo novella (that we now think of as photovoice) Wang and Burris highlight three key projects:

  1. The 1984 Peru-Mujer project that used researcher created line drawings in booklets as a basis of discussion with “illiterate and semiliterate rural women”. Demonstrating how discussion around visual prompts can facilitate deeper understanding of a community.
  2. The work of educationalist Wendy Ewald in 1975 who gave children cameras to photograph their lives. Ewald’s work demonstrated the empowering impact of cameras on the lives of the overlooked.
  3. In the 1980s the work of a documentary photographer, Jim Hubbard, who through teaching homeless children to take photographs gave the children a chance to express their own experience and their point of view.

A fundamental strength of the photo novella method was the dialogue between the women, about the photographs.

“We learned early on the necessity of including the women’s explanations for their photographs. The combination of their images and their words explaining what they represent to them was not just compelling the way only a picture can be, but they were true to the eye behind the camera” (Wang & Burris, 1994, p.180).

Wang and Burris recognise the potential limitations and challenges of the project and photo novella as a method, highlighting a number of challenges they experienced. They explore the role of documentary photography and the negative implications that has had on the photographic subjects. Whilst the photographer can gain global recognition and use the image to promote their ideas and thoughts on a specific situation or context, many of the subjects are not acknowledged and don’t receive any financial benefit from the notoriety of their image.

In contrast Wang and Burris (1994) use photo novella as an empowering method to facilitate individuals in bringing their ideas, thoughts and experiences to policy makers. Inspired by feminist theory, empowerment education and documentary photography photo novella gives a voice to those who are often overlooked or struggle to make their voices heard. The discussions around the photographs amongst the participants gives them an opportunity to discuss elements that they may not get the chance to do normally, and from those discussions may arise potential solutions. It was really interesting to read about the projects that influenced the development of their research project.

2.   Luo, L. (2017). Photovoice: A creative method to engage library user community. Library Hi Tech, 35(1), pp.179–185. https://doi.org/10.1108/LHT-10-2016-0113

The article looks at the potential benefit of photovoice to the library and information science community. Luo (2017) introduces the methodology and then summarises three articles that used the photovoice method in relation to library and information research.

Luo (2017) suggests that traditional research methods such as interviews, surveys and focus groups may not be successful with all user groups, including international students.

“Photovoice is a qualitative method often used in community-based participatory research (CBPR), where community members take photos related to a particular issue and tell their stories behind the photos in a facilitated discussion. Community members are believed to be more imaginative and observant of community issues than the most experienced photographers and photo journalists” (Luo, 2017, p.179). This links to the observations made by Wang and Burris (1994).

Interestingly in describing the process of a photovoice project Luo (2017) explains that in stage 5, after the participants take the photographs, Luo states “we select a subset we find interesting particularly and ask the participants to do the same” (Luo, 2017, p.181). Reflecting on this it appears that the author as ‘researcher’ identifies what they want to discuss, rather than being participant led.

In the facilitated discussion Luo (2017) calls on the photographer of the selected image to explain the reasoning behind the photograph. The question arises as to whether the individual knows that they’ve been selected and what happens if several of the photographs come from one participant? This puts a lot of pressure on the individual to justify their work. It potentially reinforces the power dynamic inherent in library culture, as identified by Tewell (2019). I prefer the idea that the participants choose their own photographs to put forward.

Aligning with the findings of Wang and Burris (1994) in their photo novella method, Luo states that “The ‘co-researcher’ role empowers community members to become vocal about the needs of the community and contribute to a sense of community ownership” (Luo, 2017).

The article looks at three studies the used photovoice to explore a library related topic. The studies from Canada, Australia and Egypt are used by Luo (2017) to emphasize the key stages of the photovoice method and how it can be used to explore user needs. The examples explored typical library issues, information literacy practice including academic integrity.

3.   Hicks, A., & Lloyd, A. (2018). Seeing information: Visual methods as entry points to information practices. Journal of Librarianship and Information Science, 50(3), pp.229–238. https://doi.org/10.1177/0961000618769973

In their article Hicks and Lloyd suggest that visual research methods are flexible and adaptable to modern life (Hicks & Lloyd, 2018).

The paper looks at two studies that have used photovoice as a methodology, building on the work of Wang and Burris (1994). They explain how photovoice gives power to the participant as they choose what to photograph and bridges language and cultural barriers (Hicks & Lloyd, 2018).

“In relinquishing control of data generation to participants, visual methods provide an entryway to previously inaccessible locations and broaden the range of settings in which information research can take place” (Hicks & Lloyd, 2018, p.233).

The authors highlight the ethical and security/safety issues integral to photovoice, therefore presenting the importance of clear training and enhanced guidance for participants.

In recognition of how images may misrepresent things, Hicks and Lloyd (2018) emphasize the importance of discussion (whether interviews or focus groups) to understand and contextualise both the photos and the intent behind them (think of Wang and Burris (1994) – the photograph of the woman as a tiny dot in the large field she was working on alone. The facilitators suggested she zoom in to get a better picture, but she wanted to capture the enormity of the challenge the woman faced farming all that land on her own).

The clear links with the work of Wang and Burris was really interesting to see as Hicks and Lloyd (2018) bridged the gap from the public health origin of the research method to its application in the LIS sector.

4.   Tewell, E. (2019). Reframing Reference for Marginalized Students. Reference & User Services Quarterly, 58(3), pp.162–176.

This article presents a photovoice project with undergraduate students at an American university, it specifically looks at information seeking behaviour (Tewell, 2019). By contextualising their project in the LIS literature Tewell (2019) acknowledges that “libraries reinforce cultural norms” (p.162) based on ingrained expectations, assumptions, and biases. They highlight that marginalised communities, or those outside of the cultural majority (for example “students of colour, LGBTQ students … are infrequently considered in library and information research” (Tewell, 2019, p.163).

Information practice is informed by a number of different factors including cultural background, information seeking, and cross-cultural differences.

Reflecting on the power dynamics inherent in library interactions Tewell (2019) justifies the use of photovoice as a way of exploring community perspective, rather than just the researcher’s interpretation. In presenting their research with 11 undergraduate students from various backgrounds Tewell (2019) stresses the importance of communicating with users rather than overgeneralising.

“This underscores the point that if librarians wish to determine how to best support students, there is no better way to find out than to ask directly (Tewell, 2019, p.173).

 

 

Reviewing these papers, which span thirty years of photovoice, you can see that the key message of empowerment that Wang and Burris (1994) embedded in their photo novella research is maintained. The fundamental premise is providing a platform for communities to have their voices heard, facilitating discussion amongst a community that presents their experience in a visual and approachable way for outsiders to understand.

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Planning a literature search (literature search strategy)

Published 5th February 2024 by Gillian

Planning a literature search (literature search strategy)Working with an open laptop on a bed

I’m in the very early days of my fellowship so I haven’t had chance to do a thorough literature search yet. For the past year or so, I’ve been doing some general reading. Enjoying serendipity when I came across a relevant paper. I kept my eyes open for literature relating to international students, postgraduates and photovoice. I’ve also welcomed recommendations for readings from colleagues which have helped me to expand my understanding of the area. Now, however, it’s time to do a more considered approach to literature searching.

This is something I discuss with my students every day in work. Adapting ideas from numerous sources (I’ll put some recommendations later) I tend to work through a broad three stage process:

  1. Plan your search,
  2. Search,
  3. Review and adapt your search.

For most projects, this works well, especially when you’re on a close timeframe. The important part is to plan before you dive into searching.

1. Planning your search:

This is where you need to think about a few different elements – what topic are you looking for information on? There may be a couple of elements that you need to search separately. If you have an essay question you can pick out the main concepts from the question and then explore related terms and synonyms to give you flexibility when you search. Some keywords will work better in different places. When you’re looking for books on a topic, try to keep things quite broad, but when you’re looking for case studies, research and examples in databases you can be more specific.

What type of information do you need? Sometimes, especially when we’re thinking about finding information for an assessment, we have quite clear ideas. For example, when I’m looking for an introduction to a subject, I need to refer to books and I’m going to find those on NELSON (our library catalogue and discovery tool). Within health subject areas, you may be asked to refer to guidelines and care pathways (in which case you’re going to be searching for those specifically on a website like NICE) or research (in which case I recommend you search the databases). Thinking about what you need helps you to work out some of your strategy – where do I need to look and what for?

You also might want to consider any limits to your search. Does it matter how old the literature is (if you’re looking at historical context then no, but if you’re looking at current practice you may want to have a date range in mind)? Do you want information relating to a specific population group? Or for a specific country or region? Often the databases might have filters to help you narrow down your search by age or gender, or you might have to add something into your search. For example, you might add a country such as ‘England’ to your search to narrow it down to information relating to England.

At this point you have some keywords (this could be in a list, mind map or table) and a note of the type of information you need and where to find it. This is an outline search strategy that you can use to guide your search.

2. Search:

Once you’ve planned your search, you then need to give yourself time to search. We’re all used to Google and getting results instantly, but when it comes to academic literature it takes a little more time. We need to search in more than one place (NELSON, databases, websites for specific information like clinical guidelines or statistics) and we might have to do a few different searches. Try one search and then adapt it by changing your keywords or the filters you use, depending on the results you’re getting.

3. Review and adapt your search:

It’s really important to give yourself time to review and adapt your search. We all hope that the first results are going to be the most useful. However, often we might find we’re getting too many results, so we need to consider ways to narrow it down. Or, the results aren’t relevant, it’s bringing up loads of information you don’t need – so you need to change your search term. You don’t have to take the first results as the best, having planned your search and having a few keywords to hand, means that you can change and adapt your search to get better results.

When you get some good information, have a look at the language they’re using. What terms or keywords are they using? Can you use those to add to your search? When you read it, you may also find it interesting to follow up on the sources of information (references) that they have used. They can help you build your understanding of the topic.

Remember, you’re going to have to do more than one search in more than one place. You won’t find everything in one place. Think of it as a bit like shopping, although the big supermarkets sell everything from milk to hair dryers, not everything you need is covered. Sometimes you have to go to a specialist shop for an ingredient. Although they sell shoes, they may not sell the walking boots you need if you’re going hiking. So, keep your eyes open and look in more than one place.

Once you’ve got your literature, you then need to read it. I’ll update you on my search strategy in my next post. Otherwise, this will be a REALLY long blog post.

Lessons learnt:

  • Plan your search.
  • Give yourself time to explore the topic.
  • Be prepared to adapt your search and search in more than one place!

Useful links:

Useful books available in our library:

Really straightforward a great place to start:

  • Aveyard, H. (2019). Doing a literature review in health and social care: a practical guide (Fourth edition.). McGraw Hill Education/Open University Press.

This one is very detailed and great for postgraduate and doctoral research students:

  • Booth, A., Sutton, A., Clowes, M., Martyn-St James, M., & Booth, A. (2022). Systematic approaches to a successful literature review. (Third edition / Andrew Booth, Anthea Sutton, Mark Clowes, Marrissa Martyn-St James.). SAGE.
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Getting organised

Published 29th January 2024 by Gillian

Starting a project like this is a daunting task. It’s my first time doing funded research and I want to make sure I do it well and I do justice to the topic. So, a key starting point for me was getting organised. I’m a fan of lists, tables and excel spreadsheets. If I’m going to do this project well, I need to have everything organised and this was a lovely justification to try out Microsoft Project and create a Gantt chart.

Image by Richard Park from Pixabay

I’ve done various versions of planners and Gantt charts with other projects, but due to the scale and moving parts within this project I thought a Gantt chart would help me keep on top of everything. At the university we have full access to Microsoft 365, including Microsoft Project – so I have access to the tools. We also have access to LinkedIn Learning – so I have access to the teaching and support. So there was no reason not to go ahead with it.

Watching various videos on LinkedIn Learning there was guidance on project management, planning and identifying the critical path of jobs that you need to successfully complete the project. Sitting down and pulling together all the things I thought I needed to do, alongside the elements that I’d already identified in my project proposal seemed like a lot. I gathered all the dates I could. As I’m going to be working with the MSc Public Health students, I need to know what modules they will be studying and what deadlines they’ll be working towards. I don’t want to add any additional pressure to the students or set up research events that conflict with key dates in their academic calendar. I also wanted to build in the bank holidays and any personal dates I would be taking as annual leave.

All of this came together in a massive excel spreadsheet. However, there was duplication and overlap. As I went through the various tasks, I also saw elements that were missing, that if I included them in my plan would help ease the pathway of the project. To break it down and make it more manageable I tagged each item as to whether they were to do with the fellowship, course dates, dissemination or personal dates. This way I could see what the essential tasks were and what elements would influence how and when I do specific parts of the project. There is no point booking in focus groups when students are working on submitting their assignments – I wouldn’t get any engagement.

So, once I had the dates, I populated the calendar in the Gantt chart (this would block off weekends and holidays). I added my tasks, allowing Project to auto-schedule them. Following guidance from the LinkedIn Learning courses, I estimated the time it would take to complete the tasks and added in summary tasks. Initially everything came together as starting on the same date as my project started. However, I’ve generally been amending and updating the timeline so that the tasks will build on one another and flow into the next part of the project. The dates aren’t set (yet) but they will be soon. Once they are, I’ll have a much clearer plan of what needs to be done, when. Fundamentally, I want to get things organised so that I can get ahead with what I can.

Lessons Learnt:

  • Gather your data. Pull together all the information you have and that you think you will need. Once you’ve got it, you can begin to put it in some sort of order.
  • Book in the deadlines. This is key – make sure you know when your potential collaborators and participants will be busy. When are the holidays, when are participants likely to be unavailable?
  • Try something new. This was a great opportunity to learn Microsoft Project and allow it to do what it was designed to do – manage projects. Using the software I’ll be able to keep track of what I’m doing and if anything is slipping and needs more time.

Useful links:

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The Ethics Process

Published 22nd January 2024 by Gillian 

Gather all the information you can!

A fundamental part of any research project is the ethics that underpin it. For the research project funded by the AHRC-RLUK fellowship ethical approval was essential. In order to get the project up and running as soon as my fellowship started in January, I had to get ethical approval by December.

Applying for ethical approval is something I have done for a few different projects over the years. However, it feels a lot more serious when you know without it you’re stuck. When it’s a project you’re doing alongside the day job, you can work on it as you go and if you don’t meet the deadline, you know there’s still time and you can plug away at it. The same is not true when there is funding riding on it and there are external deadlines you have to meet. That’s why one of my biggest bits of advice is to do your research and READ! Getting to know the language of the ethical process, understanding the paperwork you need to complete, and the expectations of the organisation are essential.

In my case I had to make sure I was meeting the ethical requirements of my funders and my institution. I also wanted to make sure I was adhering to the ethical principles of my professional organisation – CILIP. I wanted to do it properly first time. So, it was time to do what they told me to do when revising for exams – read the whole paper through before you start. For the Library and Learning Services ethical committee at UON, they have a digital copy of the online ethical application form. This meant I can read through it fully before I start filling it in online. There were also useful statements and guidance in the form to make sure I included the information they needed to assess the application. Any time they referred to any specific institutional policies or paperwork, I looked them up.

Therefore, it was key that I read them thoroughly and understood them. What was my deadline – when did I have to submit the paperwork? Generally, how long did it take to get ethical approval? (I needed to start in January, I had to allow for any amendments or updates, so I had to submit my form for the 1st November deadline). As I read the policies and procedures, I began making notes – what language were they using, what procedures did I need to take into account. There’s no point reading something and then forgetting what you’ve read. Ever the librarian, I typed up my notes, so I know exactly what I read and where it came from!

I used the draft ethics form to begin writing my responses. Some questions were easy to answer, but for others I’d draft an outline and need time to think about what I needed to include. Then there are all the additional bits you need to include – it’s not just the form, you have to include all the elements that you’re going to use in your project:

  • Participant information sheets and consent forms
  • Publication information (publicity / marketing / recruitment information)
  • Prompts for any focus groups / interviews (what are you asking your participants to do?)
  • Data management plan
  • Risk assessment form

In participatory photography you use focus groups to agree the main themes and photographs you’re going to use. So, I had to think about this too.

Therefore, I had to draft these as I went along. I had been thinking there would be time in January to get this done, but I’m glad I got these planned for the ethics process. A great way of getting ahead.

For anything that your participants are going to read and need to sign – keep it simple. Plain English is key, make sure there is no confusion about what the project is about and what you’re asking them to do.

Publicity information is similar, you want your potential participants to want to get involved and to understand the project quickly. I don’t want them to have to look up what I’m talking about, I want them to read it and know what I’m asking them to do.

Creating prompts, questions and ideas for the focus groups and interviews was interesting. I was thinking I would have time to think these through alongside reading more about participatory photography. However, time was of the essence here, so I had to keep focused. What did I really want to find out? How could I use the prompts to do that? Time focused meant less procrastination and more action. Sometimes deadlines are your friend!

I am grateful that I’ve engaged with regular continuing professional development (CPD) through my career. One session I attended related to data management, ostensibly this was to support colleagues doing research, but it paid dividends when drafting my own data management plan. Here it was important to read the questions carefully and focus on exactly what they were asking:

  • What data are you collecting?
  • How are you storing it?
  • Why and how long for?

On the first few read throughs the form seemed repetitive, but when you read it again you could see the questions were different and it was important to look at the specifics. Put yourself in the mindset of the reviewer – keep it simple and answer the question. Clarity wins out!

The Risk Assessment Form was a challenging one. In my day-to-day work, this is integral to the workload of my colleagues and not something I would see. However, taking the time to think through the questions and consider the risks was important in helping to plan to mitigate them. Talking to colleagues was really useful as they could help me understand the questions and consider the risks involved in my project.

The ethics application can seem like quite a long and drawn-out process. This can be really frustrating when you think you’re doing an ‘easy’ project that doesn’t risk harm to others. It’s not like you’re doing experiments or tests on people… However, we are all individuals, and you never really know what’s happening behind the façade. Taking the time to think through all the implications of the project and identify any potential risks means you can avoid them. Taking the time to do the ethics application properly will mean it is easier for people to get involved with your project and you can feel confident that you are prepared for the project to start!

Lessons learnt:

  • Take time to read through everything.
  • Write down all the parts that contribute to the ethics application. Work through them step-by-step.
  • Ask questions about things you don’t understand. Make sure you understand before you try filling in the forms!
  • Check and re-check to make sure you’re answering the questions they’ve asked (not the ones you think they’re asking)!

Useful links:

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What is Photovoice / Participatory Photography?

Published 16th January 2024 by Gillian

What is Photovoice / Participatory Photography?
A camera being held on it’s side
Photo by Gift Habeshaw on Unsplash

Disclaimer! I’m still new to this, so this is my understanding at the moment. This will deepen as I read more and potentially change.

Photovoice or participatory photography as a term is often used interchangeably. They relate to a visual research method that is based on the principle that the research participants showcase their experience, culture and environment through the photographs they take. In a research project using participatory photography, participants take part in workshops.

In these workshops the participants are taught photography – how to use the digital cameras and explore how to frame, focus and highlight their lives and experience. They’ll also explore how images are used, often referred to as visual literacy. The research method is viewed as a way to give power to the individuals that are the subject of the research topic and give them a voice.

It was first used in public health research in the 1990s to showcase the experience of women living in rural China [I think some of the original work is in this book: Wu et al. (1995) and there is reference to their study in Wang and Burris (1997)]. Through the project the participants learnt a skill (photography) and they were able to present their lives and experiences in a way that couldn’t be captured in interviews or focus groups. The photographic exhibition showed what life was like through their eyes. It was a really powerful way of reaching decision-makers and the stakeholders of that community.

Since then participatory photography has been seen as a way of giving a voice to individuals who may have been overlooked – women, children, people living with homelessness. Rather than their thoughts and feelings being translated through a researcher, they are given a photographic voice to depict what they want to show people.

Photo by Vitalii Khodzinskyi on Unsplash

Photography has been used in many ways to showcase life and ideas. Rather than a professional selecting the shot that goes on a website. Participatory photography empowers individuals to choose what they want to showcase and to describe it in a way that is meaningful to them. Although participatory photography started as a research method in public health, it has now been used in multiple different disciplines and subject areas, including Library and Information Science. This opens up conversations away from a scripted interview that is directed from the researcher and allows the research participants to guide the conversation and decide the final outcome. The participants choose the photographs they want to showcase, and they choose how the images are described. It is their voice.

This is a new and exciting area for me to explore.  There are so many ideas around this research method that I’ve barely scratched the surface. You’ll see this in my blog posts when I reflect on my reading. I’ll try and bring you the ideas and questions that occur to me as I’m reading about Photovoice and the wider subject of international students and their experiences here in the UK. No doubt you will see different ideas and thoughts as they occur to me. This is a work in progress that I will continue exploring, even after my fellowship ends.

Lessons Learnt

  • Keep reading – there’s a lot to explore.
  • I need to expand my vocabulary – I keep on writing about voices and showcasing. I’m also conscious I want to use the word ‘allow’ but that doesn’t feel right in this context. Everyone involved will be an adult so maybe encouraged will be a better word.
  • Read more, I want to feel confident I know who said what in the world of participatory photography.

Useful links:

Photovoice was originally used in 1992 by Caroline C. Wang and Mary Ann Burris in rural China. I believe the reference below is to one of the outputs from the project:

Wu K, Burris M, Li V, Wang Y, Zhan W, Xian Y, Yang K, Wang C (eds.): Visual Voices: 100 Photographs of Village China by the Women of Yunnan Province. Yunnan, Yunnan People’s Publishing House, 1995.

I found this book chapter interesting (there’s a lot more I need to read): Wang, C. C. (2003). Using Photovoice as a participatory assessment and issue selection tool: A case study with the homeless in Ann Arbor. In M. Minkler & N. Wallerstein (Eds.), Community based participatory research for health (pp. 179–196). Hoboken, NJ, US: Jossey-Bass/Wiley.

Wang C, Burris MA. Photovoice: concept, methodology, and use for participatory needs assessment. Health Educ Behav. 1997 Jun;24(3):369-87. doi: 10.1177/109019819702400309. PMID: 9158980. Available open access here: https://deepblue.lib.umich.edu/handle/2027.42/67790

On my “to read” list and interlibrary loans:

Wang C, Burris M, Xiang YP: Chinese village women as visual anthropologists: A participatory approach to reaching policymakers. Soc Sci Med 42(10):1391-1400, 1996.

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Why this project?

Published 16th January 2024 by Gillian

Why this project?Sunshine on the trees of the forest with a grassy path in the foreground

The fellowship is an amazing opportunity to explore things in depth. When I first thought of applying, I knew I needed something that would have enough within it to keep me interested and be relevant to the wider LIS sector.

As an Academic Librarian, one of the best things about my job is teaching and working with students. Every day I get the chance to learn something new, if I’m open to it. Working in a university also means I have access to incredible resources for research and continuing professional development. Whilst I’ve been at the University, I’ve tried to make the most of these opportunities. My first research project came out of my job and was facilitated by a CPD opportunity.

I work with students from foundation level, all the way through to post-doctoral research. Every student has their own experiences that help shape the way they interact with the university. I support the health programmes here and our MSc Public Health programme was growing in popularity and had increasing student numbers. These students come from all over the world and have studied a range of different courses and qualifications before coming here. There’s no ‘one’ student profile. This really interested me, where are the students coming from and what are they experiencing when they arrive at UON?

It can be quite a steep learning curve coming from undergraduate to postgraduate study. The emphasis on independent study becomes even more pronounced. Plus, you have to adjust to a new institution with different processes. If you’re coming from another country there’s even more adjustment and knowledge to take on board. I wanted to find out what it was like for our international students, what they found when they arrived and look at how I can adapt and change what I teach to better support them. It’s easy to make assumptions based on anecdotal information, but I wanted to find out what it’s really like.

Therefore, I knew who I wanted to work with (MSc Public Health international students) and I knew what I wanted to find out (what’s it like coming to UON and how do they find the information they need to support their study). Now I needed to think about the best way of exploring what I wanted to find out.

Photo by Marc Pell on Unsplash

I didn’t want to do surveys – I wanted to learn about the experiences they had. So, I wanted to use a qualitative methodology. I could have used interviews or focus groups, but I wanted something that would really showcase their experience and catch people’s eyes. Research papers tend to be quite dry; they get published and then they sit in databases. The individuals involved rarely get to see what they contributed to and it doesn’t necessarily attract the attention of the key stakeholders involved: the students, their colleagues, the programme team, the wider library, and the institution.

As part of the fellowship, I get the benefit of working with a mentor (an expert in the field that can guide me through the research). When talking through my initial ideas, they suggested thinking about a visual research method, such as photovoice. I’d never heard of it before, but it was something I was really interested in finding out about. I love photographs and they are definitely eye catching. Exploring the literature around photovoice it really gave me a feel for how it has been used (initially in public health research) and then in library and information science. I could see how this would give the participants a chance to show their experience from their perspective (not ‘translated’ through my interpretation). The photographs would also be a great way of encouraging discussion between participants, seeing if there is common ground between their experiences. In participatory photography or photovoice, the participants define the main findings from the research. I would be facilitating it, but it would be the student’s voice. This was a great way of me exploring the topic.

So, I now knew how I was going to investigate – participatory photography. Taking the time to think things through, ask questions, listen to other people’s thoughts, to explore and read around ideas all helped me to choose my topic and the methods I’m going to use.

Lessons learnt:

  • Keep interested, keep listening, keep learning. There is so much going on, see if there is something that can catch your attention and inspire you.
  • Try something new. I’ve never done a project with a visual research method before, but it’s very exciting and I think I’m going to get a lot out of it.

Useful links:

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