by Stephanie Lloyd
Last week we wrapped up another successful online ‘Talking with Pictures’: Photovoice course!
During this session, learners chose “belonging to a community” as the photo-taking theme for the hands-on exercise. Their photos and captions related to the reality of living in different areas of the United States during COVID-19. Later, while analyzing their photos and bringing in social exchange theory, the discussion touched on costs and rewards of closing public spaces and the other measures taken to ensure social distancing and reduce infection.
A nice thing about smaller course size, is that it allows learners to bring in their own research interests and focused questions for facilitators and participants to explore together. May course participants prompted further research and discussion on these topics:
- Examples of using photos in a primary way to explore their own lives as an auto-ethnographic approach as a learning practice for graduate students. See Elizabeth Chaplin’s chapter “The Photo Diary as Autoethnographic Method” in the SAGE Handbook of Visual Research Methods, edited by Eric Margolis and Luc Pauwels (2012).
- Use of photovoice with high school and junior high students – see this amazing paper, “Engaging youth through Photovoice” by Strack and colleagues: https://libres.uncg.edu/ir/uncg/f/R_Strack_Engaging_2004.pdf
- Options for collecting, organizing, and storing Photovoice Data using photo databases, qualitative analysis software (e.g. Atlas.ti or Nvivo), VoiceThread, Box, or Excel.
As of today, over 140 individuals throughout the U.S. and around the world have taken the foundations course ‘Talking with Pictures’: Photovoice, and learned how to successfully develop and manage a photovoice project.
We still have seats available for our June and July courses. Visit: http://www.photovoiceworldwide.com/training to join us!