LITERACIES digital/visual/ARTS Collaborative methodologies
Visualizing Citizenship examines images in children’s everyday lives, how reading and making images is integral to visual and digital citizenship, and how digital divides contribute to inequitable access to digital learning for some children. This 5-year research study asks how children create and disseminate images in social and educational spaces. The research team uses participatory visual methods to work with young children and artists. Images are a vehicle to understand discover how popular culture and globalization influence children’s understandings of self and community. 2018-present.
DigiYomo: Youth Mobilities in Public and Digital Spaces
This research examines how digital engagement can be enriched through creative and cultural production. Contemporary arts practices were taken up to frame and facilitate this inquiry, based on the relationship between arts practices and cultural, social, and global literacies. Researchers worked with an artist to co-facilitate workshops with youth to find out more about digital and cultural practices.
2016-2018 – SSHRC Insight Development Grant / CI: Dr. Mia Perry, University of Glasgow / Collaborators: Dr. Jennifer Rowsell, Brock; Dr. Theresa Rogers, UBC
Blogging and Descriptive Feedback in Junior Classrooms
We are researching the theory-practice connections of teacher candidates as they are mentored by practicing teachers who are taking up blogging in their classrooms. The project is a collaboration between Brock and Hamilton-Wentworth Catholic District School Board. The school board has produced a video about their students’ experiences of blogging.
2016-present / CIs: Dr. Tiffany Gallagher, Brock University; Judith Eaton, HWCDSB, Teresa Zupancic, HWCDSB
Visualizing Families: Visual Literacy and Photography
Visualizing Families is an ongoing collaboration in the Niagara Region. Working with families and children, we have used family photos to disrupt conventional representations of families by reading children’s literature about diverse families, collecting and interpreting family photos, and using arts-informed inquiry to disseminate stories about families. Key findings have been how the mode of communication influences the kinds of stories children can and do tell about their families, and how children’s critical visual literacies take time to develop. This work asks what more in-depth examination of image use might reveal about images in children’s lives and how researchers might inquire alongside children and educators.
2014-present CI: Dr. Jennifer Rowsell
“If you go out in the woods today, you’re sure of a big surprise!”: Forest School Project
In this collaborative project with early childhood educators, we have documented children’s play with technologies (iPads, GoPro cameras) in the forest, and developed methodologies and methods for working with visual data. This work re-imagines children playing alongside nature (rather acting upon it), while using a Common Worlds framework.
2015 - present / PI: Dr. Debra Harwood
Making/Re-Making Canadian Families: A Visual, Narrative, and Longitudinal Study of Family Practices and Family Photographs
Re/Making Families is a 5-year study of diverse families (e.g., LGBTQ, First Nations, single-parent, migrant), their family photography practices, and the stories that they tell through their photographs. The development of theories about family practices, how families construct themselves through images, and how these images are shared and evoke family narratives is explored. We draw on the work of Rose (2004, 2010) and Chalfen (1998, 2002), who have studied how family photographs are made and used, and the place of family photos within larger societal contexts.
2014-2019 – SSHRC Insight Grant / PI: Dr. Andrea Doucet, Brock / CI: Dr. Jennifer Rowsell, Brock