Researchers in CfLaT use visual methods to mediate interactions and build understandings between and with participants in diverse research settings. We have developed a range of approaches and tools to support and enhance participation through providing ‘something to look at’ and a focus for discussion. These include visual and spatial activities used for data collection and generation, which we understand as 'visually mediated encounters'. A developing strand within this approach uses visual arts experiences as a means to elicit, visualize and discuss, often metaphoric responses in relation to thinking and learning. We are also interested in visually mediated approaches to analysis, presentation and dissemination. We aim to raise the profile of visual methodology and build capacity across the social sciences in the effective use of this advancing field. We are committed to exploring the implications of using visual methods on:

• data collection
• analysis
• dissemination of results.

 

KEY PROJECTS AND PUBLICATIONS

Making Connections: Theory and Practice of Using Visual Methods to Aid Participation in Research

The objective of this publication is to assist practitioners and researchers to do research in a creative way with the underlying approach of researching with rather than on people. The publication (PDF: 2.2MB) provides a short rationale about why such an approach is important but then focuses very much on the ‘how to’, with practical examples and suggestions, and links to further reading.

Collaborative Re-Design with Schools – CoReD

This European project, running from 2019 to 2022 and funded through Erasmus+, is developing user-friendly tools for school communities to use to understand and change the design and use of their school space:  https://www.ncl.ac.uk/cored/.  Many of the tools for participation involve visual elements and the UK tool is diamond ranking.

Thinking about school space

A small research and development project with a local school, Rickleton Primary School, used a sequence of visual methods to facilitate participation in the redesign of space by school staff and students: https://www.ncl.ac.uk/cflat/research/projects/projectlearningforchangereviewofrickletonprimaryschoolspremises.html

Staff involved in developing these methodologies include:

 

Jill Clark - Co-production, Participatory research, Visual methods, Community-based education, Policing and prison-based research

Karen Laing

Ulrike Thomas

Lucy Tiplady - Outdoor learning, alternative learning environments, learner-centred pedagogies, participatory and co-creative methodologies

Pam Woolner - Effects of learning environments; changing practices; educational architecture; participatory design; school building history and policy

Working with external partners and building positive relationships with them is a fundamental part of the research and teaching undertaken by CfLaT. We value the opportunity to share expertise and learn from each other. Our approach to partnership working mirrors our collaborative and reflective approach to research more generally. This occurs at every stage of the process- from initial ‘getting to know each other’ meetings in order to clearly understand the issues; to collaboratively deciding on appropriate, rigorous and relevant aims and research methods that will result in the co-creation and transformation of knowledge and practice. The research methodologies such as visual methods and co-production that we have developed in CfLaT, ensure that we are able to do this effectively.

It is testament to the success of our collaborative approach that we have been able to build enduring partnerships with a range of individuals and organisations and continue to forge new ones.

Partners to date include:

• The NE LEP
• Tyne and Wear Archives and Museums
• Northumbria Police
• Seven Stories
• Wallsend Children’s Community
• Success 4 All
• Child Poverty Action Group
• North Tyneside Learning Trust
• XSite Architects
• Northumberland County Council.

 

 Examples of our partnership working include: 

• Project Based Learning (PBL) Goes to University