The realities of researching alongside virtual youth in late modernity creative practices and activity theory

Sclater, Madeleine Fiona; Lally, Vic

doi:10.1080/13676261.2013.847908

Cited by 10 publications

(18 citation statements)

References 40 publications

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“…, ; Lally & Sclater , , 2013b; Lally et al . ; Sclater & Lally , 2013b, ) have led me to question how educators, learners and others involved in the support of learning are currently enabled, through engaging in TEL, to connect their formal learning with wider issues of human concern. In this article I am particularly concerned with connections to issues of socio‐ecological sustainability.…”

Section: Key Questionsmentioning

confidence: 99%

“…A key finding of the Interlife Project was that communities, like the virtual research community it supported, need shared spaces in which to act, be, and develop. The Interlife Project focused on the development of an integrated learning space (Sclater & Lally , 3–4) in a 3D virtual world (Second Life ™ ). This helped us to understand how space (in a virtual world in our case) could be used creatively, individually, and collectively using the practices of Art and Design education.…”

Section: Learning Spacesmentioning

confidence: 99%

“…The key purpose was to assist young people in exploring and acquiring specific skills to navigate their key life transitions. Our learning space supported creative practices and creative expression ranging from sculpture, through to changes of one's avatar appearance, to being able to teleport, fly, modify the landscape, and use collaborative tools (Sclater & Lally , 12) (see Figure ).…”

Section: Learning Spacesmentioning

confidence: 99%

“…Interlife transformed into a sophisticated virtual space in which we created a virtual youth centre. The young people, supported by the researchers, engaged in the kinds of activities described and pursued their own interests and research plans within the ethical framework of the project (Sclater & Lally , 3). The possibilities of the space formed the basis of initial discussions that led to the development of each community exploring, defining and negotiating the rules governing the space.…”

Section: Learning Spacesmentioning

confidence: 99%

“…Sagan and Sclater (Sagan ; Sclater & Lally , 12) have highlighted the emotional and affective dimensions of learning in relation to the development of educational spaces. Research from the Interlife Project argues that virtual worlds can facilitate the expression of the affective aspects of our selves and offer positive emotional spaces for learning.…”

Section: Learning Spacesmentioning

confidence: 99%

See 4 more Smart Citations

Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio‐Ecological Sustainability in Art and Design Higher Education

Sclater¹

2016

Int J Art Design Ed

Self Cite

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This article uses published research to explore how Technology Enhanced Learning (TEL) can help to sustain learning communities to engage in creative exploration and open investigation. It then draws on this research to ask: how could we use TEL to support pedagogies of socio‐ecological sustainability in the Art and Design education community? Three interrelated themes are explored: learning communities – in developing shared values and supporting investigations around issues of concern; learning spaces – in supporting these communities and their dialogue; and theory – to illustrate and provide language to understand the values, activities and goals of participants. Theory may help us to link the impact of these community activities, supported by TEL, to global issues. This article attempts to initiate an exploration of the fundamental elements required to create pedagogies of socio‐ecological sustainability within Art and Design higher education.

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Section: Key Questionsmentioning

confidence: 99%

Section: Learning Spacesmentioning

confidence: 99%

Section: Learning Spacesmentioning

confidence: 99%

Section: Learning Spacesmentioning

confidence: 99%

Section: Learning Spacesmentioning

confidence: 99%

See 3 more Smart Citations

Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio‐Ecological Sustainability in Art and Design Higher Education

Sclater¹

2016

Int J Art Design Ed

Self Cite

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Using social media in health literacy research: A promising example involving Facebook with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory

Smith

Merlino

Christie

et al. 2020

Health Prom J of Aust

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This brief report describes three key lessons learned during a health literacy research project with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory (NT), Australia. More specifically, it is a methodologically focused paper that discusses processes associated with using a combination of yarning sessions and social media content as tools to unpack conceptualisations of health and well-being among this marginalised population. The lessons discussed include (a) the utility of using social media in providing an authentic window into the lives of a hard-to-reach populations; (b) the need to carefully consider ethical implications; and (c) the benefits of using social media content to triangulate data and enhance methodological rigour. To understand the methodological contribution social media can make to equity-focused health literacy research, it is first useful to understand what is meant by health literacy.Globally, the term 'health literacy' has been adopted widely, and defined broadly, in a range of health promotion policy, practice and research contexts. [1][2][3][4][5][6][7] This has extended to concepts such as health literacy responsiveness and distributed health literacy. 6-7 A focus on health literacy measurement has been a significant part of the emerging health literacy discourse. [8][9][10][11] This has focused on ways to measure health literacy at both individual and population level. 5 For example, popular and well tested tools developed by Australian researchers have included the Health Literacy Questionnaire (HLQ), Information and Support for Health Action -Questionnaire (ISHA-Q) and the Conversational Health Literacy Assessment Tool (CHAT). 12-14 These tools, and others, have increasingly been used in contexts with vulnerable populations where health inequities are well documented, 13,[15][16][17] including Aboriginal and Torres Strait Islander people. 17-18 However, multiple scholars have also pointed toward the importance of adopting qualitative approaches to better understand the health literacy needs of vulnerable and marginalised populations, including Aboriginal and Torres Strait Islander populations. [18][19] This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Focus Groups, Community Engagement, and Researching with Young People

Lloyd-Evans¹

2017

Methodological Approaches

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Over the last decade, participatory action research (PAR) has been increasingly used in geography in an attempt to move away from identifying and theorizing problems towards engaging with social action, impact and empowering local communities. Participatory research is seen by many geographers to produce more relevant, non-hierarchical and morally aware forms of social geography and it can act as a 'lever' and subsequent indicator in the cohesion and engagement of young people in community development. Drawing on these debates, this chapter critically explores the use of focus groups and other group-based methodologies with young people through the lens of a participatory action research project undertaken in a 'disadvantaged' neighbourhood in the town of Reading, UK. It explores the ways in which participatory focus groups, and associated group based methods such as 'go-alongs', can offer tools for understanding young people's group behaviours, interactions and norms, particularly as part of a multi-method approach to community-based field research. Using the project as a lens for understanding youth engagement, the chapter also seeks to address the intricacies, complexities and messiness of researching with young people in order to understand how methodologies learned in the classroom can be transitioned to the field. Following a discussion of PAR and community engagement, the chapter critically explores the strengths and weaknesses of using focus groups with young people before examining other more mobile ways of doing group research. It then provides a discussion of the logistics of planning, recruiting and facilitating focus groups and concludes by offering some simple yet effective ways of engaging young people in social action.

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The realities of researching alongside virtual youth in late modernity creative practices and activity theory

Cited by 10 publications

References 40 publications

Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio‐Ecological Sustainability in Art and Design Higher Education

Beneath Our Eyes: An Exploration of the Relationship between Technology Enhanced Learning and Socio‐Ecological Sustainability in Art and Design Higher Education

Using social media in health literacy research: A promising example involving Facebook with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory

Focus Groups, Community Engagement, and Researching with Young People

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