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Editor's Notes

• #2: Need to reference strategy
• #3: sarraIn this session we demonstrate the ways in which we used visualrepresentation (diagrams) in our educational developer work as researchers in all stages of our research cycle to:Elicit data during interviews;Analyse interview data;Report writing; Disseminating research findings.As well as to communicate ideas between us.From discourse to diagrams, diagrams to discourseWill explain how we use the terms DLs and diagrams in a bit
• #4: sarra
• #5: Add web linksara
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• #8: Meet the demands of living in a technological age – look at a modelk of this later
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• #10: tAs a research tool, seemed to offer more bang for your buck
• #11: TundeWhy visuals? (Harper,=new insight self-REF)=1000 wordsPrevious research experience and practice
• #12: sParticular relationship between digital literacies and visual modalities
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• #15: sThere is an interpretive flexibility with visual stimulus that is not afforded by language
• #16: sData collection- how we used diagrams in our data collection stageOn
• #17: sThiswas, clearly, limited and linear – many staff took a multi-directional approach to solving problems that wasn’t captured by this simplistic line. We realised we didn’t want to limit our focus to just teaching activities but wanted to capture a wider range of staff activities. Participants also had varying levels of comfort in terms of sketching their approaches and there was a clear sense that the limitations of an interview setting, made them feel unprepared for the task.(tva:I also think the discomfort came from the fact that they weren’t sure where the technological was meant to come in- as if we had a hidden agenda…they weren’t sure how to ‘please us’ as interviewers)
• #18: TundeVisual aid encourages dialogue and/or a reaction; We then developed this – a form of diagrammatic elicitation of data which reflected the complexity of academic staff’s activities more realistically – we devised stickers to aid the interview process and where staff mentioned use of technology, we asked them to place stickers in the relevant categories according to their activities.
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• #20: TundeVisual aid encourages dialogue and/or a reaction; We then developed this – a form of diagrammatic elicitation of data which reflected the complexity of academic staff’s activities more realistically – we devised stickers to aid the interview process and where staff mentioned use of technology, we asked them to place stickers in the relevant categories according to their activities.
• #21: tMore important is what they say and how they say itDiagram/stickers just a trigger. But discourse is the centre of our analysis!
• #22: Tunde Stickers allowed us to see that new categories emerged(because they were visual, it was obvious)We then adapted the instrument for our Phase 2 interviews
• #23: sMoving on to Analysis
• #24: This was the natural aspect of our visual analysis – and helped us interrogate a large amount of data.
• #25: sAs was communicating our ideas to each other
• #26: TMoving on to ReportingWe will show you some of our findingsAnd how the use of diagrams were in a sense our summaries Of our findings in this piece of research.
• #27: TWe drew the ‘profile’ of each of our intervieweeand attributed what they said about digital literacies to each part.As you see the layers of awareness, rejection, use Have made it to the profiles (our findings from the sticker task)Attitude , awareness and critical reflection were central.
• #28: Tunde Here we used the pyramid diagram model from Sharpe and BeethamAnd again mapped the def-s of DLs that staff gave against the layersWe found a new layer: something between skills/practicesAgain adv of visual: that it is obvious to show this
• #29: TundeThis diagram encapsulates quite a few of aspects our findingsAdoption and taking further the diagram by Beetham and Sharpe (2010)Discovery of a layer of skills & practicesAdding critical reflection, access and awareness
• #30: Now we will discuss how have gone about Thinking about dissemination (and using visualsThink back to the image on an image is 1000words!)
• #31: This is the sort of typical output you may have in a researchChart with commentaryWon’t go into detailBut questions were on different attitudes to relevance, capabilities to DL
• #32: TundeHere is something we have come up with instead,We are trying to create more of a narrative (discourse and diagrams together) encapsulated as an infographicsHere we were trying to put the 4 bar charts into a coherent imageTrying to figure out which group is the one we should tackle as ‘eddevers’Not saying the infographics is perfect!!!Experimenting with a way that would lead to effective communication
• #33: sDecisive (eliciting data)Emergent (interview analysis)Natural (our primary modus operandi as individuals)Necessary (to move beyond the linearity of text and reflect subtle and complex realities)Pic credits to go into ReferencesReza ali – emergent http://www.syedrezaali.com/blog/?p=1214Forest = http://www.layoutsparks.com/1/213309/green-forest-natural-road.htmlConscious: the mind of Mr Soameshttp://controlv.deviantart.com/art/The-Mind-of-Mr-Soames-268423113Necessary: fractal arthttp://steell.deviantart.com/art/Complexity-18857076
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• #35: T
• #36: Tunde Here definitions of digital literacieswere collected.(Using a diagram /petals from other projects, we adapted them slightly)Numbers: def-s in the partic categoryWhat this demonstrates (to oru staff)Is that DLs are not just functional skill sets but beyond, encompassingIdentities (nothing new in terms of findings but nice way to demonstrate it to staff, our audience)
• #37: I need to finish this