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Created: November 4, 2003
Latest Update: November 4, 2003
jeannecurran@habermas.org
takata@uwp.edu

Using Cameras in School Work

Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, November 2003.
"Fair use" encouraged.

Subject: Analysis of Disposable Camera Research

To: IVSA@PDOMAIN.UWINDSOR.CA

I have been following with great interest the contributions by list- members about visual research methods that include the distribution of disposable cameras (Shalva Weil, Karen Crinall, Jenni Karlsson, Phillip Mizen).

Would anyone be willing to send in a few words about any model of either description and/or analysis that was used after disposable cameras were given to a subject population and a collection of pictures was gathered from such efforts? Many of us are very excited by the hopes, anticipations and possibilities of adopting this and related pictorial methods (maybe film or videotape), but we seldom hear what researchers have done with the visual/pictorial results. Have any strategies or frameworks been more successful than others?

Thanks for any help here, Dick Chalfen

Thread-Topic: Analysis of Disposable Camera Research

Date: Mon, 3 Nov 2003 16:20:09 -0500
Reply-To: IVSA International Visual Sociology Association

Subject: Re: Analysis of Disposable Camera Research

Hi Dick,

I have used this strategy several times with adolescents to gain a phenomenological "view" of their lives. Two layers of methods seem to provide the most depth:

1. allow participants to take the cameras for a determined period of time (in schools, this is 1-week for the most part). During this span, I prompt them with "use the cameras to help me see your life as a student. What could you shoot that will help me understand your life." Then, using photo elicitation I interview them, asking about the photos and probing for their reasons behind the made snap. Many times, this requires I transcribe, build a mini-case study, then member-check with the participant to "see if I got the story straight."

2. Similar to above, with a focus more on the mytho-poetic. In this sense, I prompt participants (usually college age or above) to build a folio of snaps that metaphorically (or artistically, aesthetically) describes their life experience. Again, I use photo-elicitation to capture interview evidence. We aim for title development for the folio of no more than 5 words. The folio, title and narrative vignettes build case studies.

   At present, I've moved to digital cameras, allowing participants to "inflict artistic license" on the digital images to show mood, expression and other feelings. These snaps are assembled into "slide show" form for presentation (either personal...to me alone; or public forum...our class or the participant's choice of environment). My goal is to get beyond the limitations of words to describe the beingness of individuals. I strive to let the stories come together in personal reflections rather than my interpretations of these.

   The process is exciting and constantly evolving. At the moment, the work exists in my dissertation from the structural organization of data collection and theoretical perspective. But, due to the excessive cost for printing up visuals (and my intrigue with continuing the evolution of this process!) it has been difficult to get the work into print. Alas, if there were only more time.....

   I hope this information is useful.

   Smiles to you!!

   Bob
   Bob Schultz, Ph.D.
   Gifted Education & Curriculum Studies
   Associate Professor
   

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