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Using Video-Diaries in Educational Research Exploring Identity: Affordances and Constraints
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.ORCID-id: 0000-0003-3614-1692
2020 (engelsk)Inngår i: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 19Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

To use video in educational research has become more and more common in the last few decades, including methodologies where informants themselves use video-cameras for documentation. The purpose of the article is to discuss affordances and constraints of using video-diaries as a data generation method for investigating students' identity constitution. Video-diaries were recorded as part of a larger project, where the empirical data also included observations and videorecordings of teaching and semi-structured interviews. The noninterference of the researchers during the video-diaries was found to be both a strength, in that students more freely could tell their own stories, and a weakness, in that it put high demands on the students' ability to express themselves in monologue format. An important affordance of the video-diaries was that they contributed to a "thick" data set, both in that they informed our individual, semi-structured interviews and allowed us to quickly move on to in-depth conversations, and in that the students were able to utilize artifacts and show environments of importance to them.

sted, utgiver, år, opplag, sider
Sage Publications, 2020. Vol. 19
Emneord [en]
case study, methods in qualitative inquiry, qualitative evaluation, micro-ethnography, social justice
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-178387DOI: 10.1177/1609406920973541ISI: 000595789300001Scopus ID: 2-s2.0-85096757383OAI: oai:DiVA.org:umu-178387DiVA, id: diva2:1516243
Tilgjengelig fra: 2021-01-11 Laget: 2021-01-11 Sist oppdatert: 2024-01-17bibliografisk kontrollert

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