The multi-sensory experiences of mobile research encounters

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The multi-sensory experiences of mobile research encounters Nicola Ross, Sally Holland, Emma Renold and Alex Hillman Qualiti, Cardiff University
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The multi-sensory experiences of mobile research encounters. Nicola Ross, Sally Holland, Emma Renold and Alex Hillman Qual iti, Cardiff University. Content. Multi-sensory mobile research encounters Overview of the (Extra)ordinary Lives project - PowerPoint PPT Presentation

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  • The multi-sensory experiences of mobile research encounters

    Nicola Ross, Sally Holland, Emma Renold and Alex Hillman Qualiti, Cardiff University

  • ContentMulti-sensory mobile research encountersOverview of the (Extra)ordinary Lives project Young people in care and cultures of communicationMobile methodsCar journey interactionsGuided walksThe multi-sensory in mobile methods: some considerations

  • Multi-sensory mobile research encountersMobilities paradigm in social sciences (Sheller and Urry 2006; Binnie et al 2007)Multi-sensory research as interaction of senses, dynamicembodied experiential encounters, performative (see Teather, 1999; Harrison, 2000)may be mobile: immediacy and now-ness of walking, driving, passengering (see de Certeau, 1984; Thrift 2004)place-making practices and placed encounters: a constitutive coingredience (Casey, 2001, p684) of people and places

  • (Extra)ordinary lives: project overviewLongitudinal, participatory research with 8 young people in careUsing visual and mobile methodsYoung people develop own multi-media accounts and representationsResearchers conducting an ethnography of this process

  • Working collaboratively with new technologies during project sessionsBetween session contacts: guided journeys, conversations in a range of settings.

    Multi-media project sessions and out-of-session contactsNote: Some images removed from web-version

  • Summary: Central aims

    Central substantive aimTo take a collaborative ethnographic approach to explore the ordinary everyday relationship cultures, identities, social relations/networks (over time, in different spaces and contexts) of young people in care

    Central methodological aimTo explore the ethical and analytic issues that are potentially raised and challenged by enabling young people to choose and define their own modes of representation and authorship

    (see Holland et.al. (2008) for further details)

  • Young people in care: social locationSelf-directed, multi-media data generation encouraged by participants social location:Assessed , reviewed, monitored (individual)Measured for performance indicators (group)May be in special units in schools or risk exclusionMay not wish to share difficult experiences

  • Young peoples cultures of communicationOften: on the move, in short bursts, fast-moving and changeable conversations, punctuated by technologies

    Engagement with research varied across the group and over time

    Evolving styles of data generation affected our insights into the participants everyday lives

  • Mobile methodsShared, experiential journeys generating meaningful understandings of everyday lives

    Placed and place-making interactions, rooted in young peoples everyday locales

    Exchanges full of interruptions and disruptions: the intimate is interspersed with the mundane

    Movement and interactivity allow participants and researchers to experience closeness and distance

    Multi-sensory research encounters as experienced and as recorded (note: data/data-record distinction, see Emmison and Smith, 2000; Dicks et al 2006)

  • Guided walksShared, experiential journeys in locales of significance to young people

    Conveyed young peoples strong sense of place and locally based relations

    Research encounters rooted in the everyday, yet opening avenues for memories and imagined futures

    Multi-sensory research encounters: being there and experiencing (ambience, sights, sounds, smells)

    Motion, talk, recording and the meshing of these

  • Guided walk: belonging and caringShort video edit of guided walk with one young person, Ruth (aged 11) out with Nicola (researcher) in her locality, conveying some of the multi-sensory experiences of the walk through the visual and audio. This piece opens out the term placement, common in social work discourse, to convey Ruths strong sense of belonging, her rootedness to place and the centrality of locally based social relations and animals in her life. The shared journey generates insights into Ruths views on belonging and caring revealing the affordances of the guided walks in creating time and space for the generation of meaningful research interactions.

  • Guided walk: disrupting research interactionsAudio extract from a guided walk with one young person, Kate (aged 15) out in her locality with Nicola (researcher) that focuses attention on the soundscapes of the journey. This section draws attention to disruptions to the guided walks and particularly the sharing of narratives, as the researchers perceptions of immediate risks impact on the research interactions.

  • Car journey interactionsRegular routine journeys

    Audio recordings of in-car interactions capture journey soundscapes (talk, singing, radio, car-sounds, streetsounds)

    More enabling and less intimidating than formal face-to-face interview settings: young people controlling recording

    The mobile experience informs and disrupts interactions

  • Car journey interaction: audio extractAudio extract from car journey interaction taking place as Keely (aged 13) and Emma (researcher) make one of their regular journeys to a fieldwork session. The audio recording captures some of the soundscapes of the journey and highlights Keelys use of the radio as a means to bring to an end some intimate talk

  • Car journey interaction: audio extractAudio extract from car journey interaction taking place as Angel (aged 10) and Sally (researcher) travel together on one of their regular journeys home from a fieldwork session. The audio recording relays the interspersion of intimate talk shared by Angel about the places passed and associations with events that took place there involving her family, with the mundane talk of driving and passengering.

  • The multi-sensory in mobile methods: some considerationsThe affordances of and relations between:different media in capturing multi-sensory research encounters (video and audio)Mobile methods in generating multi-sensory data (guided walks and car journey interactions)Research-in-context: young peoples cultures of communication and placed research interactionsFurther representing the multi-sensory (link to film) Place in Me

  • ReferencesBinnie, J., Edensor, T., Holloway, J. Millington, S. and Young, C. (2007) Mundane mobilities, banal travels, Social & Cultural Geography, 8, 2, 165-174Casey, E. S (2001) Between geography and philosophy: what does it mean to be in the place-world?, Annals of the Association of American Geographers, 91, 4, 683-693de Certeau, M (1984) The Practice of Everyday Life, Berkeley, University of California PressDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal ethnography, Qualitative Research 6, 1, 77-96Emmison, M. & Smith, P. (2000) Researching the Visual: Images, Objects, Contexts and Interactions in Social and Cultural Enquiry, London, SageHarrison, P. (2000) Making sense: embodiment and the sensibilities of the everyday, Environment and Planning D: Society and Space, 18, 497-517Holland, S., Renold, E., Ross, N.J., Hillman, A. (2008) Rights, right on or the right thing to do? A critical exploration of young people's engagement in participative social work research, Qualiti Working Paper 006 http://www.cardiff.ac.uk/socsi/qualiti/WorkingPapers/Qualiti_WPS_006.pdfSheller, M. & Urry, J. (2006) The new mobilities paradigm, Environment and Planning A, 38, 207-226Teather, E.K. (1999) Embodied Geographies, London, RoutledgeThrift, N. (2004) Driving in the City, Theory, Culture & Society, 21, 4159

  • Further InformationFor more information about the (Extra)ordinary Lives research project contact

    Qualiti, Cardiff School of Social Scienceswww.cardiff.ac.uk/socsi/[email protected]