Dragon-breath and snow-melt: Know-how, experience and heat flows in the home

Royston, Sarah

doi:10.1016/j.erss.2014.04.016

Cited by 84 publications

(59 citation statements)

References 26 publications

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“…(F) It is in these contexts that we note the importance of practical forms of knowledge regarding how to do something ('know-how') in order to both undertake energy monitoring itself, and potentially take energy saving actions as a result. This type of knowledge, which often must be based on practical experience, can be very much taken for granted within the rolling out of feedback or energy saving initiatives, with the focus more traditionally being on providing intellectual knowledge ('know-what') (Burchell et al, 2015;Royston, 2014). However, we found that simply using the iMeasure tool requires a degree of know-how which many may not possess (e.g.…”

Section: Competences Of Energy Monitoringcontrasting

confidence: 45%

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Energy monitoring as a practice: Investigating use of the iMeasure online energy feedback tool

2017

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Energy feedback is a prominent feature of policy initiatives aimed at reducing domestic energy consumption. However little research has been conducted on the phenomenon of energy monitoring itself, with most studies looking at whether, and how, feedback impacts on energy conservation. This paper aims to address that gap from a practice theory perspective. In particular we: set out the difference between energy feedback and energy monitoring; define the practice of energy monitoring; and investigate the rationale and qualitative experiences of those performing energy monitoring. An online energy feedback tool ('iMeasure') was the basis of the case study. A netnographic analysis of online discussion about the tool informed complementary in-depth interviews with ten current/former iMeasure users. We found energy monitoring to be a distinct practice that focuses on measuring and identifying energy use trends and requires specific knowhow to perform. However, its connections to other household practices were weak and, for those who did perform monitoring, there was no guarantee that this practice would reorganise other practices to induce household energy saving. In fact, monitoring often followed decisions to make energy-related changes, rather than prompting them. We conclude that policy expectations need to be reframed in terms of how energy monitoring tools are used.

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Section: Competences Of Energy Monitoringcontrasting

confidence: 45%

“…As such, our work builds on emerging work that uses online ethnography to better understand energy-consuming practices in the home (e.g. Royston, 2014).…”

Section: Methodsmentioning

confidence: 99%

Energy monitoring as a practice: Investigating use of the iMeasure online energy feedback tool

2017

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“…Drawing on their meta-analysis, Stromback et al (2011) (Simcock et al, 2014;Royston, 2014;Wallenborn and Wilhite, 2014;Burchell et al, 2015). However, Stromback et al's findings suggest that this dynamic might be different within the more specific context of energy consumption feedback.…”

Section: Proposals For Future Developmentmentioning

confidence: 99%

Householder engagement with energy consumption feedback: the role of community action and communications

2016

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2Householder engagement with energy consumption feedback: the role of community action and communications AbstractThe provision of energy consumption feedback on in-home displays (IHDs) has a prominent role in government strategies for domestic energy demand reduction. Research suggests that IHDs can support energy consumption reduction, but also that engagement with IHDs can be limited to men and is often short-term. In this paper, we draw on research carried out in Smart Communities, a two-year project in which electricity and gas consumption feedback played a key role. This study was distinctive because it was accompanied by a weekly email communications programme and was provided within the context of community action.Project findings suggest that, although by no means panaceas, approaches such as these can support long-term engagement with energy consumption feedback, including by women, and can support behaviour change.

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“…Others similarly refer to energy 'know-how', indicating the importance of embodied knowledge of household energy consumption and tacit knowledge gained through personal experience (Wallenborn and Wilhite 2014;Royston 2014;Burchell et al 2012). Energy know-how is thought to build from personal, embodied experiences through physical routines and habits, for example drawing the curtains at night, as well as more conscious forms of knowledge, for example of a central heating programmer (Royston 2014).…”

Section: Introductionmentioning

confidence: 99%

Types of learning identified in reflective energy diaries of post-graduate students

Horst

Staddon

2017

Energy Efficiency

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Engagement with students about social and environmental dilemmas can be an important pathway to help to transform attitudes and behaviours in society over time. This paper seeks to further the links between research on energy behaviour and demand-side management in the home with educational research about learning processes. We analyse 'free-form' energy diaries written by 33 masters students, identify the different types of knowledge and insights that students have sought to obtain during this self-led exercise and find that we can link that back to different types of learning recognised in education studies literature, namely situated learning, social learning, reflective learning and experimental/action learning. We argue that these different forms of learning are interlinked and can be relevant for the development of both environmental citizenship and 'living lab' approaches. Embedding all these different forms of learning in both research and teaching on energy demand management has the potential to yield rapid, co-produced research insights as well as useful points for action for students, building managers and other relevant actors in college towns and student service provision. It could also help the next generation of graduate professionals to become more energy aware through their own personal experiences and thus potentially more open towards lower energy choices in material investment and daily practices in subsequent stages of their lives.

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Dragon-breath and snow-melt: Know-how, experience and heat flows in the home

Cited by 84 publications

References 26 publications

Energy monitoring as a practice: Investigating use of the iMeasure online energy feedback tool

Energy monitoring as a practice: Investigating use of the iMeasure online energy feedback tool

Householder engagement with energy consumption feedback: the role of community action and communications

Types of learning identified in reflective energy diaries of post-graduate students

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