Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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Company LOGO 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 Liverpo Tünde Varga-Atkins: Centre for Lifelong Learning, University of Muriah 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 University Second International Visual Methods conference 14 Sep 2011 Open University, UK

description

This presentation was given by Tunde Varga-Atkins at the 2011 International Visual Methods conference at the Open University, UK, Milton Keynes (Sep13-15 2011). It is a collaboration between Muriah Umoquit, Peggy Tso, Tunde and Mark O'Brien and Johannes Wheeldon. It combines two papers into one (one on terminology and diagrammatic elicitation) and another one on the ontological consequences of using diagrams, drawings and cartoons. (This combination was due to an admin error - both papers are available in more detail on request.)

Transcript of Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

Page 1: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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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

Page 2: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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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

Page 4: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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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

Page 9: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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LOGO What is a diagram?

Diagram?

Page 10: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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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

Page 14: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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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

Page 20: Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

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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.