Visual Transcription: Workshop Reflections

It was a pleasure to be invited to talk at Bath Uni last week, where the focus of the event was multimodality and digital data. I talked about the children’s multimodal meaning making during Minecraft Club, also exemplifying my own multimodal meaning making by sharing visual and aural examples from my thesis. After the presentation (‘Comic Explorations’) I led a workshop on responding to video data; this blog post constitutes my reflections on this process. Trying to create a short, manageable workshop that reflected an aspect of my work whilst also being of potential use to other participants was potentially tricky, given the specific ways I have used images in relation to my project. After mulling over some alternatives I settled on an approach to video transcription, utilising some video data from the club. I have led workshops before that involve using Comic Life to generate content but in this case I was eager to try out a method that used pen and paper.

I began by showing a short extract of video from the club that I have transcribed elsewhere as ‘Dad Dancing’. Here, members of the club are seen giving their impressions of how their parents dance in social situations, as a kind of performed social commentary. I chose this data as it is rich in respect of the children’s visual and embodied meaning making: the use of movement, gaze and gesture, as well as their interactions with the camera.

An extract from my original ‘dad dancing’ transcript.

I asked participants to use drawing and abstract mark making as a way of transcribing visual aspects of the video, not to create an accurate depiction of the events portrayed, but as a means of noticing, exploring and responding to the video. I hoped that depicting the movement on the page, during repeated viewing on the screen, would encourage participants to consider the video in different ways, as a means of exploring how movement and physical performance manifested as part of the children’s social experience. I gave participants a blank six-box comic grid to use.  I also emphasised that no drawing proficiency was required; the resulting visual notes constituted a process rather than an end product. My own participation in workshops involving drawing (and my own lack of skill when drawing at speed or under pressure) means that I am aware of how vulnerable being asked to draw in public can be!

My own alternative response to the video.

 With this in mind, I was really excited to see how those present engaged with the task. There’s something quite artificial about responding to someone else’s data, using an unfamiliar approach in a workshop setting. Whether participants will decide to use this approach for themselves in the future isn’t necessarily the point. The overall message of the day was that there is no definitive way in which to engage with and analyse multimodal data, with the workshops therefore focussed on possibilities rather than definite solutions. Below are some of the examples created by participants on the day (mostly photographed by organiser Alison Douthwaite, who was more on the ball with the camera than I was…)

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Aside from the visual outcomes, once transcripts were completed I was mainly interested in the extent to which participants felt that this process had generated new understandings or interpretations of the data. Their answers suggested that it had certainly helped. Comments were made about how the movement seemed to link the individuals as a group, as certain moves were passed between participants. We discussed how the children’s movement drew on a number of cultural reference points, mimicking particular dances or types of visual practice (slow motion, for example). We talked about how the children (particularly two boys) seemed to use the camera as a focus for their performances and how they drew on shared social experience… These responses were particularly insightful, given that the workshop participants had no prior relationship with the video data or the club it was drawn from.

fullsizerender-25I had intended to repeat the activity with another video whilst taking away the six box structure, in order to compare the approaches when scaffolding / constraint removed. In the event time was short so we focussed on the first activity. Regardless, the participant’s responses (drawn and spoken) were extremely encouraging, both in their enthusiasm for the task and in terms of the insights that this approach seemed to generate.

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Banterbury Library Transcripts

The following transcripts have not made it into the final version of my thesis about the lived experience of a Minecraft Club. However, I have referred to these particular comics, assembled from data around the children’s creation of what they called Banterbury Library, in a number of recent presentations. Therefore these two episodes are presented here without commentary as examples of children’s play in the club, and also as exemplars of a particular type of transcription.

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Incidentally, data around the children’s creation of the library and use of texts in Minecraft is discussed in more detail in a forthcoming collaborative chapter:  Bailey, C., Burnett, C. and Merchant, G. (forthcoming) Assembling Literacies in Virtual Play In: Eds. K. Mills, K., Stornaiuolu, A.,  Smith, A. & Pandya, J. (eds.) The Routledge Handbook of Digital Writing and Literacies in Education. Routledge

Multimodal Methodologies Abstract Bath 2016

Excited to have been invited to present and run a workshop at the Multimodal Methodololgies even in Bath in November. It’s open to doctoral students at GW4 universities (Bath, Bristol, Cardiff and Exeter) but I thought I would share the abstract here too…

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SiOE Doctoral Conference 2016 Comic Abstract

Very much looking forward to presenting at Sheffield Institute of Education’s Second Doctoral Conference on 5th November. As well as the text only version of the abstract I also put together the following comic strip version, which seemed appropriate given the focus of the talk.

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The conference website is here: http://iguest2.wixsite.com/sioedocconf2016

Expanding the Limits of Participatory Analysis: Forthcoming Workshop

Expanding the Limits of Participatory Analysis: New Ways of Seeing and Knowing.

I will be be discussing comics as a participatory methodology as part of a workshop at the Royal Geographical Societies International conference on 31st August – more details below:

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On Wednesday 31st August, at the 2016 Royal Geographies Society Annual International Conference, I will be jointly conducting a Participatory Geographies Research Group (PyGyRg) sponsored workshop on the use of visual, participatory methods at the conference with colleagues Larissa Povey (2) and Kiri Langmead (3). Details below:

Abstract: Discussing their use of participatory visual methods, Guillemin and Drew (2010, p.184) suggest that ‘participants, as producers of the image are the most […] appropriate persons to give meaning to the image.’  While aligning with the reflexive epistemologies of participatory methods, how to engage participants in analysis and how to balance this engagement with researchers’ own analytical endeavours demands further investigation.

Understanding analysis to be woven through the whole research process, the session will discuss and critique three approaches to participatory analysis: (1) the use of comic strips in the analysis of children’s engagement in collaborative video game play; (2) the use of photo-elicitation in analysing women’s experiences of conditionality and punishment; and (3) the use of narrative and ‘resonance response’ in the analysis of cooperative members understandings of work and economy.

In the spirit of PyGyRg, and recognising the need for critique and debate, the session will be structured to ‘promote openness and fluidity and not to ‘police the boundaries’ (Wynne-Jones, 2015) around what is and what is not participatory analysis.  To this end, the session will follow the format of the third approach, enabling attendees to reflect on past and lived experiences of participatory analysis through direct engagement.

Session outline: In the first 30 minutes of the session, the three researchers will present their experiences of participatory analysis as outlined in the abstract.  Attendees will be asked to listen and note down on post-it notes: any points that resonate with, challenge or contradict their own experiences; points they find interesting or problematic; and any questions.  Attendees will then be asked (as a whole group or in smaller groups of 10, depending on attendance) to share and group their notes into themes.  These themes will form a framework of a 30-40 minute discussion, exploring the challenges and potential of participatory analysis.

Minecraft Design Sessions at Games Britannia

I will be running two ‘Minecraft Design’ sessions for KS 3 children at this year’s Games Britannia Video Games Ed Festival at Sheffield Hallam University. More details here:

Minecraft Design Creating 3D Virtual Worlds (Half day workshop)

For: KS3 pupils interested in exploring the exciting world of Minecraft! Minecraft is a world-wide phenomenon which needs little introduction, but has endless possibilities for creative use.

Few are more aware of these creative possibilities than Chris Bailey, a former schoolteacher who is exploring the children’s participation in collaborative virtual play as part of his PhD research. Chris runs a regular Minecraft club as part of this research, and this workshop will build upon his research findings to ensure that participants get the most out the session.

Session 1: 10am-12pm on Thursday 9 th June 16

Session 2: 1pm-3pm on Thursday 9 th June 16

 

http://www.gamesbritannia.com/

Reflecting on the Power of MOOC

I was recently pleased to be invited to contribute to a Massive Open Online Course (MOOC) called ‘Exploring Play’, created by Sheffield University and hosted by Futurelearn. What was initially proposed as a written contribution turned into a short video segment. Whilst initially (internally) reluctant about appearing on video, I figured that I needed to overcome this aversion – partly as I had actively relied on my participants allowing me to film them, and also as it provided an opportunity to showcase some of the visual data I have collected during my Minecraft research.

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I named my contribution ‘The diversity of social play in a Minecraft club’. This drew upon three examples of the children’s play (in fact, the same three examples present in a recent poster – below)  in order to act as an overview of the kinds of play the children engaged in during the year-long Minecraft club that I ran last year, as a means of exemplifying the kinds of activities that are possible in such contexts. My contribution formed part of week five’s focus on virtual world play and, aware of the negative press that is often generated around such pursuits, I suppose I also saw this as a good opportunity to dispel the myth that video game play is necessarily isolating or anti-social – not by arguing a point but simply by presenting examples of children’s creative play that arose in and around the game.

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The comments generated during the course this week have been brilliant, and these alone have convinced me of the value of MOOC participation, both as a contributor and a learner. There are currently more than 125 comments posted in the discussion thread related to my video, from a wide range of participants from different backgrounds (academic and non-academic), from across the globe. As a means of broadening engagement with my research, therefore, it has been excellent. The MOOC’s open nature, and its wide focus on play in general (rather than on virtual play specifically) means that the video has been seen by many people for whom videogame play was an unfamiliar or even negative concept, with a number of the comments reflecting that their own views had been challenged or changed by what they had seen. Some were even quite emotional about the content of parts of the video, and the (very) few voices dissent were considered, considerate and open to discussion (the polar opposite of the usual comments stream I have seen on many other online sites, in fact!).

You can view the course (and my small contribution in Week 5) by signing up (for free) here: https://www.futurelearn.com/courses/play/2/