Participative Digital Photography to evaluate the transition to University
DOI:
https://doi.org/10.1344/der.2019.35.62-80Keywords:
Visual and narrative methodologies, Visual technological resources, Photovoice, Participative research, Transitioning to universityAbstract
The article shows the possibilities of textualized digital photography in different technological media as an innovative resource for evaluating the process of transitioning to university.
The use of photovoice as a methodological tool is explained and analyzed from a participative research perspective as one which invites participants to take on an active role in reflecting on and taking part in their new academic situation. 142 first-year students doing degrees in Pre-school and Primary Education at the University of Vigo participated in the Project; this has led to the creation of a total of 560 textualized photographs related to the topic of the study.
The results, based on a denotative analysis of the images and a connotative analysis of the texts produced by the students, identifies the spaces and situations in the university life of students which are essential, the role played by architectural elements and material resources, as well as the connection between their identity as students and the processes of university participation and management.
The conclusions show the suitability of visual technological resources for evaluating educational transitions, the ability of photovoice to encourage participants to reflect and engage in critical thought, and the need to recognize the students’ voices and authority as soon as they enter university.
References
Allen, Q.. (2012, august). Photographs and stories: ethics, benefits and dilemmas of using participant photography with black middle-class male youth. Qualitative Research, 12(4), 443–458.
Bragg, S.. (2007, october). “Student voice” and governmentality: the production of enterprising subjects? Discourse: studies in the cultural politics of education, 28(3), 343-358.
Bukowski, K.. & Buetow, S.. (2011, march). Making the invisible visible: A photovoice exploration of homeless women's health and lives in central Auckland. Social Science and Medicine, 72(5), 739-746.
Cebrián, M.., Serrano, J.. & Ruiz, M.. (2014, october). eRubrics in Cooperative Assessment of Learning at University. [Las eRúbricas en la evaluación cooperativa del aprendizaje en la Universidad]. Comunicar, 43, 153-161.
Corominas, E.. (2001, january). La transición a los estudios universitarios. Abandono o cambio en el primer año de Universidad. Revista de Investigación Educativa, 19(1), 127-151.
Cortés-Selva, L.. & Wandosell-Fernández de Bobadilla, G.. (2018, july). Improving university students’ results: a client-based experiment through design thinking and visual storytelling in communication. Educación XX1, 21(2), 205-224.
Delgado, M.. (2015). Urban youth and photovoice: Visual ethnography in action. New York: Oxford University Press.
Doval, M.I.., Martínez-Figueira, M.E.. & Raposo, M.. (2013, december ). La voz de sus ojos: la participación de los escolares mediante Fotovoz. Revista de Investigación en Educación, 11(3), 150-171.
Edwards, M.., Perry, B.., Janzen, K.., & Menzies, C.. (2012, march). Using the artistic pedagogical technology of photovoice to promote interaction in the online post-secondary classroom: The students’ perspective. Electronic Journal of e-Learning, 10(1), 32-43.
Espinoza Núñez, L.A.. & Rodríguez Zamora, R.. (2017, january). La generación de ambientes de aprendizaje: un análisis de la percepción juvenil. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 7(14), 110-132.
Esteve, F.., Duch, J.. & Gisbert M.. (2014). Los aprendices digitales en la literatura científica: diseño y aplicación de una revisión sistemática entre 2001 y 2010. Pixel-Bit Revista de Medios y Educación, 45, 9-21.
Fielding, M.. (2011, april). La voz del alumnado y la inclusión educativa: una aproximación democrática radical para el aprendizaje intergeneracional. Revista Interuniversitaria de Formación del profesorado, 25(1), 31-61.
Figuera Gazo, P.. & Coiduras Rodríguez, J.L.. (2013, september). La transición a la universidad: un análisis desde la diversidad de las voces de los estudiantes. Revista de Educación, 362, 713-736.
Freire, P.. (1970). Pedagogía del Oprimido. Montevideo: Tierra Nueva.
Garner, S.L.. (2014, october). Photovoice as a teaching and learning strategy for undergraduate nursing students. Nurse Education Today, 34(10), 1271-1274.
Gascón, F.. & Godoy, L.. (2015, july). Presencia e in-diferencia. Por un estatuto visual de la niñez. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2), 645-656.
Gallego-Arrufat, M.., & Cebrián-de-la-Serna, M.. (2018, october). Contribuciones de las tecnologías para la evaluación formativa en el prácticum. Profesorado, Revista de Currículum y Formación del Profesorado, 22(3), 139-161.
Gillian, R.. (2015). Visual methodologies: An introduction to researching with visual materials. London: Sage.
Johnston, B.. (2013). El primer año de universidad: una experiencia positiva de transición. Madrid: Narcea.
Johnson, G.A.. (2011, november). A child's right to participation: Photovoice as methodology for documenting the experiences of children living in kenyan orphanages. Visual Anthropology Review, 27(2), 141-161.
Kaplan, I.. & Howes, A.. (2004, october). ‘Seeing Through Different Eyes’: exploring the value of participative research using images in schools. Cambridge Journal of Education, 34(2), 143- 155.
Mannay, D.. (2017). Métodos visuales, narrativos y creativos en investigación cualitativa. Madrid: Narcea.
Mannay, D.. & Wilcock, C.. (2015, march). What students want? Exploring the role of the institution in supporting successful learning journeys in online distance education. Widening Participation and Lifelong Learning, 17(1), 49-63.
Mitchell, C.. (2011). Doing Visual Research. Sage: London.
Meridith B.. & Roanne T.. (2014, january). “I just don’t think there’s any other image that tells the story like [this] picture does”: Researcher and participant reflections on the use of participant-employed photography in social research. International Journal of Qualitative Methods, 13(1), 185-205.
Messiou, K.. (2013, december). El compromiso con la voz del alumnado: uso de un marco de trabajo para abordar la marginación en las escuelas. Revista de Investigación en Educación, 11(3), 97–108.
Nelson, E.. & Christensen K.. (2009, december). Photovoice in the middle: How our students experience learning at school and beyond. New Zealand Journal of Teachers’ Work, 6(1), 35–46.
Nieto, J.M.. & Portela, A.. (2008, december). La inclusión de la voz del alumnado en el asesoramiento para la mejora de las prácticas educativas. Profesorado. Revista de currículum y formación del profesorado, 12(1), 1-26.
Novek, S.., & Morris-Oswald, T.. (2012, april). Using photovoice with older adults: some methodological strengths and issues. Ageing & Society, 32(Part 3), 451–470.
Parrilla, Á.., Martínez-Figueira, M.E.., & Zabalza-Cerdeiriña, M.A.. (2012, september). Diálogos infantiles en torno a la diversidad y la mejora escolar. Revista de educación, 359, 120-142.
Parrilla, A.., Raposo-Rivas, M.., Martínez-Figueira, M.E.. & Doval, M.I.. (2017, november). Materiales didácticos para todos: el carácter inclusivo de fotovoz. Revista Educatio Siglo XXI, 35(3), 17-38.
Prins, E.. (2010). Participatory photography: A tool for empowerment or surveillance? Action Research, 8(4), 426-443.
Purcell, N.. (2015). De la caza del objeto al movimiento en la imagen: reflexiones sobre las posibilidades y límites de la cámara fílmica y fotográfica en la investigación social. Tesis Doctoral. Universidad Autónoma de Barcelona.
Redecker, C.. (2013). The Use of ICT for the Assessment of Key Competences. Spain: Luxembourg: Publications Office of the European Union. Scientific and Policy Report by the Joint Research Centre of the European Commission. Retrieved from http://ftp.jrc.es/EURdoc/JRC76971.pdf
Rudduck, J.. & Flutter, J.. (2007). Cómo mejorar tu centro escolar dando la voz al alumnado. Madrid: Morata.
Smith, L.., Bratini, L.. & Appio, L.M.. (2012, january). "Everybody's teaching and everybody's learning": Photovoice and youth counseling. Journal of Counseling & Development, 90(1), 3- 12.
Spencer, S.. (2011). Visual research methods in the social science: awakening visions. London: Routledge.
Susinos, T.. (2012, september). Presentación. Las posibilidades de la voz del alumnado para el cambio y la mejora educativa. Revista de Educación, (359), 16-23.
Tur, G.. & Urbina, S.. (2014, december). Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers’ Perceptions and Performance on their Eportfolios. Digital Education Review, 26, 1-23.
Tse, H.M.., Daniels, H.., Stables, A.. & Cox, S.. (2018). Designing Buildings for the Future of Schooling Contemporary Visions for Education. Londres: Routledge.
Wang, C.C.. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185-192.
Wang, C.C.. & Redwood-Jones, Y.A.. (2001, october). Photovoice ethics: Perspectives from Flint photovoice. Health Education & Behavior, 28(5), 560-572.
Wang, C.C.. (2006, october). Youth participation in photovoice as a strategy for community change. Journal of Community Practice, 14(1-2), 147-161.
Wang, C.. & Burris, M.. (1997, june). Photovoice: concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387.
Yañez-Urbina, C.., Figueroa, I.., Soto, J.. & Sciolla, B.. (2018, july). La voz en la mirada: Fotovoz como una metodología para explorar los procesos de inclusión-exclusión desde la perspectiva del estudiantado. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 55(2), 1-16.
Zenkov, K.. & Harmon, J.. (2009, april). Picturing a writing process: Photovoice and teaching writing to urban youth. Journal of Adolescent & Adult Literacy, 52(7), 575-584.
Downloads
Published
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
