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When to use a diagram, drawing or cartoon in participatory research? Exploring the
ontological consequences of visual methods through activity theory
Mark O’Brien: Centre for Lifelong Learning, University of LiverpoolTünde Varga-Atkins: Centre for Lifelong Learning, University of LiverpoolMuriah Umoquit: Cancer Services & Policy Research Unit, Cancer Care Ontario
Peggy Tso: Department of Health Policy, Management and Evaluation, University of Toronto
Johannes Wheeldon: Faculty of Criminal Justice, Heritage UniversitySecond International Visual Methods conference
14 Sep 2011Open University, UK
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Placing diagrammatic elicitation in the spectrum of visual and verbal data collection
Does a diagram “by any other name smell as sweet”?
Muriah Umoquit: Cancer Services & Policy Research Unit, Cancer Care Ontario
Peggy Tso: Department of Health Policy, Management and Evaluation, University of Toronto
Tünde Varga-Atkins: Centre for Lifelong Learning, University of Liverpool
Mark O’Brien: Centre for Lifelong Learning, University of Liverpool
Johannes Wheeldon: Faculty of Criminal Justice, Heritage University
Second International Visual Methods conference14 Sep 2011
Open University, UK
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LOGO How it all came about?
Drawings, diagrams or cartoons?
Cultural-historical activity theory and ‘the visual’ in research: exploring the ontological consequences of the use visual methods
(preparing for special issue for IJRME)
Common terminology is needed!(under review IJQM)
Varga-Atkins & O’Brien: drawings or diagrams?
Umoquit et al Systematic review on using diagrams in interviews: terminology!
Wheeldon: confusion between concept and mind maps!
Using diagrams in interviews
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LOGO Revised presentation outline
Part 1 – diagrammatic elicitation The problem of terminology in (visual) research methods:
The research context; Terminology mismatch;
Defining diagrammatic elicitation: What is a diagram; Why terminology matters; What is diagrammatic elicitation;
Part 2 – drawings, diagrams and cartoons – choice of research method bearing influence on research data? – a trailer
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RoseRose
The ‘problem’: what’s in a name?
Correspondence important!!! • Able to instruct participant• Able to analyse• Interdisciplinary research• Share research experiences, methods etc.
Method nameMethod name
MethodMethod
Correspondence (name = signifier) is not important
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LOGO Terminology mismatch: A
Hopkins 2006
‘Participatory diagramming’‘Participatory diagramming’
Umoquit et al 2010
Post-it notes arranged by groups to make prioritized lists
Interviewees drew out a visual diagram
VS
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LOGO Terminology mismatch: B
‘Graphic elicitation’‘Graphic elicitation’
Varga-Atkins, O’Brien 2009
VS
Crilly et al 2006
Interviewees created a diagram to show informal and formal
networks
Interviewees verbally edited researcher prepared diagrams
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LOGO Purpose: multidisciplinary terminology
Define what a diagram isDefine what a diagram is
Define subcategories of diagrammatic elicitation
Define subcategories of diagrammatic elicitation
Place diagramming in context of elicitation
Place diagramming in context of elicitation
Diagrammatic elicitation
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LOGO What is a diagram?
Diagram?
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LOGO What is a diagram?
DiagramsDrawings Tables & Lists
Linear Flow
(verbal)
Open-endedness
(visual)
Adapted and visualised from Banks (2001)
cartoons
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LOGO What is a diagram? Drawings Diagrams Tables & Lists
Purpose Captures essence (a salient feature)
Ability to simplify complex ideas
Highly structured ideas and variables
Abstraction Primarily abstract Some level of abstraction Concrete
Structure (internal)
Undirected in representation
More direct in terms of representation; structure inherent where pre-agreed notation is used
Most direct in terms of representation
Notation No pre-set or agreed conventions or notations
May use pre-set or agreed conventions or notations
Uses pre-set or agreed conventions or notations
Spatial Meaning
Spatial arrangements may or may not carry meaning
Spatial arrangements of signs usually carries meaning
Spatial arrangements of signs carries meaning
Verbal/visual spectrum
Visual signs dominate over verbal
Composite of both visual and verbal
Verbal signs dominate over visual
(Table adapted from Varga-Atkins and O’Brien (2009) and Engelhardt (2002))
Umoquit et al, forthcoming
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LOGO Multidisciplinary terminology: who?
Diagrammatic Elicitation
Participant-led Diagrammatic
Elicitation
Researcher-led Diagrammatic
Elicitation
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LOGO What is ‘the’ data?
= data
= data
e.g. Haidet et al 2008
e.g. Jafri et al 2008
= data
e.g. West et al. 200o
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LOGO Summary: broad, inclusive framework
Interdisciplinary dialogue
A diagram is...
while a concept map is...
and a mind map is...
Mind maps
DiagramsConcept maps
Organisational charts
Tables
Drawings
Network maps
Geographical maps
Diagrammatic Elicitation
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LOGO Which method for what?
The purpose/focus of the research will determine which diagram type is suitable (network maps, mind maps or organisational charts).
Same true when it comes to the choice between diagrams and other graphic representation methods.
Progression: we came to appreciate that (graphic) research tools are not ontologically neutral.
Credit to Mark O’Brien (theoretical lense: activity theory).
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LOGO Part 2: ontological consequences
Diagrams
Drawings
Cartoons
Res
earc
her
‘Visual’ (graphic) methods Data
Theoretical lense: cultural-historical activity theory
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LOGO Diagrams
Researcher: settling, levelling, helped with facilitation;
The research: birds’ eye view: allows conceptualising, contrasting, and comparing; abstraction: allowed to focus on network relationships
Participant: understood easily, no drawing skills
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LOGO Drawings
Researcher: process alerting them to importance of meaning making
The research: interpretations and to express their meaning
Participant: reduces boundary between researcher and participant; friendly
Mair and Kierans 2007: ‘draw and write’ method
Also : Nossiter and Biberman
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LOGO Cartoons (drawn characters)
Researcher: relaxed participants, intimacy, demystifying research
The research: able to get at feelings, emotions, psychological states
Participant: seeking resemblances, switching between first / third person
Parents’ experience about taking their baby to classroom with
types and mood cards
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LOGO Summary
Diagrams Drawings Cartoons/drawn characters
Conveying objective information – power in abstraction / focus/ contrast
Invite participants to offer interpretations and express their meanings
Offers a ‘canvass’ onto which reflections can be projected – to express emotions/feelings without risk
The research methods adopted can affect the kinds of data
produced in the research ‘output’ (theoretical lense: activity theory)
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LOGO Questions
??
?
Contact: Tünde Varga-Atkins [email protected]://academia.edu
If you are interested in a fuller discussion discussion please sign up on paper to a potential webinar (please put your name and email)
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LOGO ReferencesBanks, M. (2001). Visual Methods in social research. London: Sage.
Crilly N, Blackwell A, Clarkson P. Graphic elicitation: using research diagrams as interview stimuli. Qualitative Research. 2006; 6.
Hopkins, P. (2006). Youth transitions and going to university: the perceptions of students attending a geography summer school access programme. Area, 38, 240-247.
Umoquit, M. J., Dobrow, M. J., Lemieux-Charles, L., Ritvo, P. G., Urbach, D. R., & Wodchis, W. P. (2008). The efficiency and effectiveness of utilizing diagrams in interviews: an assessment of participatory diagramming and graphic elicitation. BMC Medical Research Methodology, 8(53).
Umoquit, M. J., Tso, P., Burchett, H. E. D., & Dobrow, M. J. (2011) A multidisciplinary systematic review of the use of diagrams as a means of collecting data from research subjects: application, benefits and recommendations . BMC Medical Research Methodology, 11(11).
Umoquit, M., Tso, P., Varga-Atkins, T., O'Brien, M., Wheeldon, J. Diagrammatic elicitation: defining the use of diagrams in data collection. International Journal of Qualitative Methods (in review).
Varga-Atkins, T. & O'Brien, M. (2009). From drawings to diagrams: Maintaining researcher control during graphic elicitation in qualitative interviews. International Journal of Research & Methods in Education, 32.
Wheeldon, J. & Faubert, J. (2009a). Framing Experience: Concept Maps, Mind Maps and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8, 68-83.
Wheeldon, J. & Faubert, J. (2009b). Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8, 68-83.
West, D. C., Pomeroy, J. R., Park, J. K., Gerstenberger, E. A., & Sandoval, J. (2000). Critical thinking in graduate medical education: A role for concept mapping assessment? Journal of the American Medical Association, 284, 1105-1110.
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