Generating Personal Stories on Negative Online Peer Interactions Through a Photo-Elicitation Method

2019 ◽  
pp. 77-93
Author(s):  
Sara Pabian ◽  
Sara Erreygers
Keyword(s):  
Peer Interactions ◽  
Photo Elicitation ◽  
Elicitation Method ◽  
Personal Stories

Photo-Elicitation Method Gives Voice and Reactions of Subjects

1998 ◽  
Vol 53 (4) ◽  
pp. 31-41 ◽  
Author(s):  
C. Zoe Smith ◽  
Anne-Marie Woodward
Keyword(s):  
Photo Elicitation ◽  
Elicitation Method

scholarly journals Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning

2020 ◽  
pp. 146978742090838
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
University Student ◽  
Three Dimensions ◽  
Student Experiences ◽  
First Year Experience ◽  
Photo Elicitation ◽  
First Year ◽  
Elicitation Method ◽  
Dual Nature ◽  
Holistic Understanding ◽  
First Year Student

The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.

scholarly journals Perception and awareness of unintentional childhood injuries among primary caregivers of children in Vellore, South India: a community-based cross-sectional study using photo-elicitation method

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Leeberk Raja Inbaraj ◽  
Kulandaipalayam Natarajan Sindhu ◽  
Lalmalsawmi Ralte ◽  
Basir Ahmed ◽  
Chandni Chandramouli ◽  
...  
Keyword(s):  
South India ◽  
Primary Caregivers ◽  
Cross Sectional Study ◽  
Photo Elicitation ◽  
Sectional Study ◽  
Elicitation Method ◽  
Community Based ◽  
Cross Sectional ◽  
Childhood Injuries ◽  
Unintentional Childhood Injuries

Abstract Objective We studied the primary caregivers’ perception, and further, their awareness of unintentional childhood injuries in south India. Methods A cross-sectional study was conducted in the rural block of Kaniyambadi, Vellore, among 300 primary caregivers of children aged between 0 and 14 years. A semi-structured interview was conducted with the primary caregivers using a photo-elicitation method, with a visual depiction of ten injury risky scenarios for a child. Scoring was done to assess the perception of environmental hazards in these scenarios, and further, knowledge on the prevention of these injuries. An independent ‘t’ test was done to elicit differences in mean scores and a multivariate regression analysis was applied to ascertain factors independently associated with the scores. Results Primary caregivers had adequate perception regarding risks posed to children in scenarios such as climbing trees (96.2%), playing near construction sites (96%), firecrackers (96.4%) and crossing unmanned roads with no traffic signals (94%). Knowledge of prevention was poor however, in the following scenarios: a woman riding a bicycle without safety features, with child pillion sitting behind bare foot and legs hanging by one side (72.6%); a child playing near a construction site (85.9%); and a child playing with plastic bags (88.3%). Overall, educational status of the primary caregiver and socioeconomic status were associated with poorer perception of risks and knowledge about unintentional childhood injuries and their prevention. Conclusions Pragmatic community-based childhood interventions incorporated into existing programs, with a special focus on road traffic injuries, burns and suffocation need to be implemented in high-risk settings of rural populations in South India.

The enhanced participant-driven photo elicitation method for everyday life health information behaviour research

2019 ◽  
Vol 71 (6) ◽  
pp. 720-738
Author(s):  
Yuanyuan Feng
Keyword(s):  
Everyday Life ◽  
Health Information ◽  
Qualitative Interview ◽  
Interview Study ◽  
Photo Elicitation ◽  
Elicitation Method ◽  
Content Type ◽  
Information Behaviour ◽  
Qualitative Interview Study ◽  
Research Findings

Purpose The purpose of this paper is to report the design and implementation of the enhanced participant-driven photo elicitation method in a qualitative interview study, to assess the performance of the method to investigate a research topic in everyday life health information behaviour and to provide insights on how to effectively use this method in future research. Design/methodology/approach The author embedded the enhanced participant-driven photo elicitation in a qualitative interview study to examine people’s everyday life health information behaviour with activity tracking technology. The author assessed the types of visual data collected by the method, categories of elicitation enabled by the method and how the method contributed to key research findings of the interview study. Findings The enhanced participant-driven photo elicitation generated rich, unique and meaningful data that would be otherwise difficult to collect through conventional qualitative interviews. The method also elicited explanation, rationalisation and reflection during the interviews, which enriched and triangulated key research findings. This work validated the benefits of the general photo elicitation method such as aiding participants’ recall of experiences, enriching research findings and improving research validity. It also demonstrated that the enhancement techniques used in this study could generate rich and even research data across interviews. Originality/value This paper describes the design and implementation of the enhanced participant-driven photo elicitation method to augment a qualitative interview study with activity tracker users. The author provides recommendations for researchers to take full advantage of the method in future everyday life health information behaviour research.

Hotdog as Metaphor: (Co)Developing Stories of Learning through Photo-Cued Interviewing

2020 ◽  
Vol 122 (9) ◽  
pp. 1-38
Author(s):  
Kayla M. Johnson
Keyword(s):  
Study Abroad ◽  
Research Question ◽  
Photo Elicitation ◽  
Case Study Approach ◽  
Elicitation Method ◽  
Study Abroad Programs ◽  
Specific Strength ◽  
Study Approach ◽  
Background Context

Background/Context Photos are a powerful tool for eliciting stories that may otherwise go untold in traditional interview formats. Photo-elicitation type methods vary widely in their ontological, epistemological, and teleological orientations, providing different tools for understanding participants’ experiences and interpretations of those experiences. Photo-cued interviewing (PCI) is an emerging approach that adds to the photo-elicitation method milieu, with a specific strength for understanding varied facets of learning. In this paper, I explore how PCI diverges from existing photo-elicitation type methods and how it can be a useful tool for educational researchers interested in understanding more about student learning, particularly in spaces like study abroad. Purpose/Objective/Research Question/Focus of Study Using a case study approach, this manuscript illuminates how PCI can help elicit and (co)develop stories of learning— specifically, narratives that illustrate the learning that resulted from students’ experiences in study abroad programs. Research Design This study draws from interviews and focus groups with 62 secondary and postsecondary students who participated in a variety of study abroad programs. I perform an inductive qualitative analysis to understand how the PCI method helped to (co)develop stories that illustrated what and how students learned during their study abroad programs. Findings/Results PCI helped to (co)develop stories of learning in a number of ways, including: 1) facilitating students’ initial reflections, 2) revealing impact beyond the experience, 3) merging stories of learning to create new narratives and understandings, 4) adding nuance to preliminary stories, and 5) allowing for more focused storytelling. Conclusions/Recommendations I offer PCI as a photo-elicitation method useful for prompting student reflection and learning, understanding how meaning is made from experiences, and reflexively participating in the interview process as a researcher. I also call for greater use of the PCI method in educational research in order to explicate its uses and boundaries.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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