Visual Methods with Children and Young People
Visual Methods with Children and Young People
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儿童和青少年的视觉方法
DOI：
10.1057/9781137402295_11
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Hall M
中科院分区：
文献类型：
--
作者：
Hall M
当孩子们理解这个世界时，他们会利用他们可以利用的资源。这些资源可能包括语言，手势，贴纸，笔，纸，在旅途中发现和收集的东西，在公共汽车上，在学校，在家里和空间之间。理解儿童意义建构的过程还包括理解他们用来建构意义的东西。这种“东西”可以是物质的或（非）物质的（Burnett等人，2014年）。它也可以是多模态的，即以各种模式表达，包括口头，手势，视觉和身体。数字“东西”（米勒，2010）作为一种创造意义的模式特别有趣，而且，正如这里所讨论的，作为一种特殊的研究模式。数字化提供了一种与青年人现有日常做法相一致的研究方法，因此可以被视为根据青年人的模式选择开启了研究进程（Rowsell，2013年）。数字技术正越来越多地被用来促进研究过程的程度，一个“计算转向”已被确定（贝瑞，2011年）。它作为一种研究方法的潜力补充了当代文化，在当代文化中，技术对儿童和年轻人来说既熟悉又广泛可用（Buchwald等人，2009年; Noyes 2004年）和一个研究景观，强调以儿童为中心的方法（Punch，2002年）。这种方法有能力从儿童和青年人的角度和社会世界出发，坚持共同制作的原则，
When children make sense of the world, they use the resources available to them to do so. These resources might include language, gesture, stickers, pens, paper, bits of stuff found and gathered between journeys, on buses, at school, at home and in in between spaces. The process of making sense of children’s meaning making also involves understanding the stuff they use to make meaning. This ‘stuff’can be material or (im) material (Burnett et al., 2014). It can also be multimodal, that is expressed in a variety of modes including oral, gestural, visual and somatic. Digital ‘stuff’(Miller, 2010) is particularly interesting as a mode in which to make meaning, and also, as discussed here, as a particular mode for research. The digital offers a research approach that is congruent with young people’s existing everyday practices, and therefore can be seen as opening up the process of research in line with the modal choices of young people (Rowsell, 2013). Digital technology is increasingly being utilised to facilitate the research process to the extent that a ‘computational turn’has been identified (Berry, 2011). Its potential as a research method complements a contemporary culture within which technology is both familiar, and widely available, to children and young people (Buchwald et al., 2009; Noyes 2004) and a research landscape which places emphasis on childcentred approaches (Punch, 2002). Such methodologies have the capacity to achieve an orientation with children and young people’s perspectives and social worlds, adhering to the principles of co-production and