Video Methods: the possibilities and pitfalls of video in qualitative research

New

Please note this course predominantly involves theoretical exploration of video methods, not practical sessions.

This short course provides an introduction to the use of video as a research method within research projects. The use of video in research is not new. However, with technological and societal shifts, researchers frequently turn to video as a way to explore social phenomena. This course explores the proposed affordances of video methods such as claims of neutrality, durability, closeness to data and richness. These claims are also critiqued. We will consider the role of subjectivity in the use of video, the incompleteness and fragility of video data, the social and physical accessibility of devices and platforms as well as the challenge to inclusion associated with a visual method that prioritises the sense of sight. The course will present specific research case studies, associated with videography, video elicitation, content analysis as well as participatory, creative and non-representational approaches. Video methods are, perhaps, conventionally associated with data collection, which will be a substantial focus of the course alongside approaches to analysing video data. Additionally, the course will also consider how video can be used as part of research storytelling. Alongside discussing existing research, the course will provide opportunities for attendees to plan for the use of video methods.

• Postgraduate (Masters and PhD) students, postdocs and staff new to using video methods within research projects.
• Further details regarding eligibility criteria are available here

Number of sessions: 3

• A brief historical overview of approaches to video methods
• Key approaches associated with using video within qualitative research projects
• Proposed affordances of using video methods
• Critiques of the use of video methods
• Connections between video methods and participatory, creative and non-representational approaches

Learning outcomes:

• Understanding epistemological stances associated with the use of video methods
• Critical reflection and appraisal of the advantages and downsides of video methods
• Learning how video methods may sit alongside other qualitative approaches
• Opportunities to plan for and try out the use of video methods, during the data generation, analysis or dissemination phases of research

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