RESEARCH METHODOLOGY
4.10 Data collection methods
4.10.2 Photovoice
Over the years, studies incorporate photographs and other visual tools in social science research in diverse ways for documenting social or cultural phenomena (Berbe´s-Bla´zquez, 2012). Photovoice is a community-based participatory action research technique intended to discover the reasons for community problems and jointly address them (Strack, Lovelace, Jordan & Holmes, 2010;
Nykiforuk, Vallianatos & Nieuwendyk, 2011:103). The focus of photovoice is to change, empower individuals, and engage groups and the entire communities to promote positive systems change (Berbe´s-Bla´zquez, 2012;
Srack et al., 2010). In short, photovoice involves using images/photographs for understanding participants‟ experiences and perspectives on meanings they have on activities, roles, and their environment (Lal, Jarus & Suto, 2012).
Integrating academics-generated visual data in this research allows the researcher to interpret and understand the problem through their perspectives (Given, Opryshko, Julien & Smith, 2012).
Photovoice methodology is suitable for the present study since it can allow academics to reflect on their experiences of e-library databases use and combine images and words to communicate their dissatisfaction and needs
126 (Pink, 2001; Pink, Keurti & Afonso, 2004). Rudkin and Davis (2007) confirmed that photos/ images in research using photovoice serve as a means to obtain the community‟s perspectives through the eyes of people that reside therein, in this case, academic staff. Similarly, using the ethnographic techniques that combine photography, discourse, and experiential knowledge, academics can ponder and speak about the challenges faced in their engagement with the online databases, reasons for low use of the online databases, and how the user can be enhanced (Sutton-Brown, 2015).
Photovoice is beneficial for this research as it allows participants to engage more deeply in the research process by being in charge of the study‟s images (Hannay et al., 2013; Sutton-Brown, 2015; Bedi & Webb, 2017). Photovoice is valuable because it empowers research participants to become more aware of their surroundings, see themselves as researchers collecting data, analyse those data, and help solve problems (Evans-Agnew & Rosemberg, 2016). In this case, it provides an opportunity and resources for academics to add their voices to influence/ shape the university policies regarding the provision of e- databases (Goodhart et al., 2006). Finally, this research method is appropriate to explore academics‟ engagement with e-library databases (Given et al., 2012).
Although photovoice has excellent potential as a participatory research method, there are also limitations. Berbes-Blazquez (2012) observed that:
1. taking photos of community services is difficult, so the method requires substantial time and commitment from researchers and participants;
2. sometimes, vital aspects of the community are difficult to capture on film, which may limit the scope of the issues covered;
127 3. it is necessary not only to consider pictures taken, but other issues left
out of the photos; and
4. above all, the rich data produced using photovoice can be challenging to communicate/express in a clear-cut mode to policy-makers unless harmonised with other proofs.
The study used photovoice with other data collection tools (observation, semi- structured interviews, and focus group discussions) for triangulation.
Additionally, the existing rapport between the researcher, an ASL, and the academics, over several visits, was motivated to participate in the research despite their tight/ busy schedule. Also, downloading technology-frustration and technology-satisfied photos from Google photos rather than going around the university community to take photographs minimised the challenges earlier mentioned in numbers (1), (2), and (3). Sections 4.7 and 4.8 of this chapter provide details of the steps taken to overcome the challenges.
In most of the studies reviewed, research designs involved modified photovoice methods compared to how Wang and Burris (1997) originally conceptualised it. For example, Given et al. (2012) used the modified version of photovoice to assess students‟ information literacy (IL) skills as they transition from high school to university. Nykiforuk, Vallianatos and Nieuwendyk (2011) used the modified version by conducting individual interviews with participants instead of focus groups to facilitate a more profound exploration of their research question. According to the preceding scholars, the use of the methodology helped enhanced the trustworthiness of the data.
Similarly, the current study employed the modified version of the photovoice method. The modified version was highly suitable for this study based on the
128 participants‟ nature (academics). In addition to academic staff taking their photographs, relevant technology-based photos were downloaded from Google photos by both the academics and researcher (Berbes-Blazquez, 2012). Also, low-cost cameras were made available for study participants to take photos of incidents and events related to e-library databases. The pictures were shared with respondents and helped facilitated rich discussions around the images and experiences captured. The researcher and academics used insights gained from the process to affect policy and social change, leading to better academics‟ use of the e-library databases (Given et al., 2012; Nykiforuk et al., 2011). The new illumination could enhance the use of the e-library databases by academic staff; hence better quality research outputs, teaching, and other academic activities.
In this study, the researcher met with the academics in groups to discuss the photos downloaded. In the first meeting, the researcher introduced photovoice, and the academic staff were allowed to download photos with laptops. In the follow-up meeting, there was a dialogue about the photos. After discussing the photos, participants and the researcher developed themes (Please refer to Appendix 8 for the Photovoice Guide). Above all, the researcher played an active role by putting her voice in the photos and reflecting on her observation of participants.
Employing the photovoice method for this study also provided a novel way to triangulate the study results. The study used several data collection methods:
verbal image information, group discussion, and individual reflection in taking photos. Moreover, the use of data generated from photovoice in ethnographic inquiry may fill the void and enhance understanding of the lived experience created by limitations of the usual observation and spoken words (Plunkett et
129 al., 2012; Lal, Jarus & Suto, 2012; Carlsson, 2001). Ultimately, the use of the photovoice was part of this study‟s originality and methodological innovation.
It as well generated rich data to answer research question 6 of the present study.