Visual Transcription: Workshop Reflections

It was a pleasure to be invited to talk at Bath Uni last week, where the focus of the event was multimodality and digital data. I talked about the children’s multimodal meaning making during Minecraft Club, also exemplifying my own multimodal meaning making by sharing visual and aural examples from my thesis. After the presentation (‘Comic Explorations’) I led a workshop on responding to video data; this blog post constitutes my reflections on this process. Trying to create a short, manageable workshop that reflected an aspect of my work whilst also being of potential use to other participants was potentially tricky, given the specific ways I have used images in relation to my project. After mulling over some alternatives I settled on an approach to video transcription, utilising some video data from the club. I have led workshops before that involve using Comic Life to generate content but in this case I was eager to try out a method that used pen and paper.

I began by showing a short extract of video from the club that I have transcribed elsewhere as ‘Dad Dancing’. Here, members of the club are seen giving their impressions of how their parents dance in social situations, as a kind of performed social commentary. I chose this data as it is rich in respect of the children’s visual and embodied meaning making: the use of movement, gaze and gesture, as well as their interactions with the camera.

An extract from my original ‘dad dancing’ transcript.

I asked participants to use drawing and abstract mark making as a way of transcribing visual aspects of the video, not to create an accurate depiction of the events portrayed, but as a means of noticing, exploring and responding to the video. I hoped that depicting the movement on the page, during repeated viewing on the screen, would encourage participants to consider the video in different ways, as a means of exploring how movement and physical performance manifested as part of the children’s social experience. I gave participants a blank six-box comic grid to use.  I also emphasised that no drawing proficiency was required; the resulting visual notes constituted a process rather than an end product. My own participation in workshops involving drawing (and my own lack of skill when drawing at speed or under pressure) means that I am aware of how vulnerable being asked to draw in public can be!

My own alternative response to the video.

 With this in mind, I was really excited to see how those present engaged with the task. There’s something quite artificial about responding to someone else’s data, using an unfamiliar approach in a workshop setting. Whether participants will decide to use this approach for themselves in the future isn’t necessarily the point. The overall message of the day was that there is no definitive way in which to engage with and analyse multimodal data, with the workshops therefore focussed on possibilities rather than definite solutions. Below are some of the examples created by participants on the day (mostly photographed by organiser Alison Douthwaite, who was more on the ball with the camera than I was…)






Aside from the visual outcomes, once transcripts were completed I was mainly interested in the extent to which participants felt that this process had generated new understandings or interpretations of the data. Their answers suggested that it had certainly helped. Comments were made about how the movement seemed to link the individuals as a group, as certain moves were passed between participants. We discussed how the children’s movement drew on a number of cultural reference points, mimicking particular dances or types of visual practice (slow motion, for example). We talked about how the children (particularly two boys) seemed to use the camera as a focus for their performances and how they drew on shared social experience… These responses were particularly insightful, given that the workshop participants had no prior relationship with the video data or the club it was drawn from.

fullsizerender-25I had intended to repeat the activity with another video whilst taking away the six box structure, in order to compare the approaches when scaffolding / constraint removed. In the event time was short so we focussed on the first activity. Regardless, the participant’s responses (drawn and spoken) were extremely encouraging, both in their enthusiasm for the task and in terms of the insights that this approach seemed to generate.

Multimodal Methodologies Abstract Bath 2016

Excited to have been invited to present and run a workshop at the Multimodal Methodololgies even in Bath in November. It’s open to doctoral students at GW4 universities (Bath, Bristol, Cardiff and Exeter) but I thought I would share the abstract here too…


SiOE Doctoral Conference 2016 Comic Abstract

Very much looking forward to presenting at Sheffield Institute of Education’s Second Doctoral Conference on 5th November. As well as the text only version of the abstract I also put together the following comic strip version, which seemed appropriate given the focus of the talk.


The conference website is here:

Expanding the Limits of Participatory Analysis: Forthcoming Workshop

Expanding the Limits of Participatory Analysis: New Ways of Seeing and Knowing.

I will be be discussing comics as a participatory methodology as part of a workshop at the Royal Geographical Societies International conference on 31st August – more details below:


On Wednesday 31st August, at the 2016 Royal Geographies Society Annual International Conference, I will be jointly conducting a Participatory Geographies Research Group (PyGyRg) sponsored workshop on the use of visual, participatory methods at the conference with colleagues Larissa Povey (2) and Kiri Langmead (3). Details below:

Abstract: Discussing their use of participatory visual methods, Guillemin and Drew (2010, p.184) suggest that ‘participants, as producers of the image are the most […] appropriate persons to give meaning to the image.’  While aligning with the reflexive epistemologies of participatory methods, how to engage participants in analysis and how to balance this engagement with researchers’ own analytical endeavours demands further investigation.

Understanding analysis to be woven through the whole research process, the session will discuss and critique three approaches to participatory analysis: (1) the use of comic strips in the analysis of children’s engagement in collaborative video game play; (2) the use of photo-elicitation in analysing women’s experiences of conditionality and punishment; and (3) the use of narrative and ‘resonance response’ in the analysis of cooperative members understandings of work and economy.

In the spirit of PyGyRg, and recognising the need for critique and debate, the session will be structured to ‘promote openness and fluidity and not to ‘police the boundaries’ (Wynne-Jones, 2015) around what is and what is not participatory analysis.  To this end, the session will follow the format of the third approach, enabling attendees to reflect on past and lived experiences of participatory analysis through direct engagement.

Session outline: In the first 30 minutes of the session, the three researchers will present their experiences of participatory analysis as outlined in the abstract.  Attendees will be asked to listen and note down on post-it notes: any points that resonate with, challenge or contradict their own experiences; points they find interesting or problematic; and any questions.  Attendees will then be asked (as a whole group or in smaller groups of 10, depending on attendance) to share and group their notes into themes.  These themes will form a framework of a 30-40 minute discussion, exploring the challenges and potential of participatory analysis.

Comic Explorations Presentation

I had a great day yesterday at Sheffield University’s Literacies conference, which is always a brilliant event full of fascinating and generous people. Looking forward to the second day today. Here are (most of) the slides from my presentation…



Comic Explorations: Representing data and visualising complexity in multi-sited, multimodal research


In this presentation I relate a number of ways in which comic strips were used as methodological tools during an ethnographic study of a children’s after-school Minecraft club. This longitudinal research project sought to examine the ‘lived experience’ of a group of participants engaged in collaborative videogame play using this popular world-building game; this included a focus on how players’ identities were explored and expressed in a complex space that enabled multimodal and multi-sited interactions. As the children played and worked collaboratively to construct a ‘virtual community’, a range of visual and participatory methods were used to generate data; this included participants’ use of a GoPro action camera, discussion sessions where players talked whilst constructing virtual ‘identity models’, screencasts of gameplay on multiple screens and photographs of the action in the room. Faced with the dilemma of how to represent this complex data in a way that felt ‘true’ to the original context, comic strips were employed as a medium that enabled multimodal transcription; using a combination of data from the multiple on- and off-screen sources, theses constructed narratives allowed me to take account of the children’s actions as well as their spoken interactions.

Drawing on the rich data generated during this project, I show how these comic strip transcriptions were constructed and how they contributed to an emerging process of data analysis. In addition, building on recent work around the affordances of visual methodologies in literacies research, I explain how I also used illustrated comic strips as a means of developing thought and illuminating ideas. I will demonstrate how these different types of comic strip were included in the final account of the project, helping the reader to visualise the data, whilst also revealing the process of analysis that led to the project’s findings.  As well as considering how this methodological approach helped to explore and represent the identities of participants, I also show how this process of experimentation with emergent visual research methodologies helped to expand my own thinking, therefore reflecting on how this approach impacted on my own identity as a researcher.

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Graphic Scholarship Symposium


Graphic Scholarship Sympos

Excited to be presenting here later in the year.