Affordances of Using Multiple Videoed Events to Construct a Rich Understanding of Adult-Child Book Readings

Autor/in	Nicholas, Maria
Titel	Affordances of Using Multiple Videoed Events to Construct a Rich Understanding of Adult-Child Book Readings
Quelle	In: International Journal of Research & Method in Education, 41 (2018) 2, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicholas, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2016.1254176
Schlagwörter	Video Technology; Protocol Analysis; Intermode Differences; Caregiver Child Relationship; Interviews; Caregiver Attitudes; Computer Simulation; Learning Experience; Educational Research; Research Methodology; Content Analysis; Intergenerational Programs; Technology Uses in Education; Production Techniques; Early Childhood Education; Caregivers + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Computergrafik; Computersimulation; Lernerfahrung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Inhaltsanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Production engineering; Produktionstechnik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Caregiver; Carer; Betreuungsperson; Pfleger
Abstract	This paper explores the affordances of using video-based research to capture a multiplicity of events, along with multimodal representations when producing data related to adult-child book readings. In doing this we answer two questions: (1) why more than one event is needed when seeking a comprehensive collection of information for the purpose of analysis; and (2) why one mode of data production alone (e.g. audio recordings or note taking) is insufficient to record practice or interviews when richness is of priority. This research used three videoed events to produce data. These included videoing: (1) caregiver-child interactions during four shared book reading sessions, (2) interviews with caregivers immediately following each of the reading sessions and (3) video-stimulated discussions with caregivers within two months of the final shared book reading. In this paper, I contribute to discussions that highlight the affordances of using video-based research as a means of capturing the multimodal elements of an experience, which can contribute to the analysis and interpretation of data. I expand on this, however, to suggest that when coupled with a multiplicity of events, video-based research can be a means of pursuing richness via a method that has been criticized for its narrow subjectivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01