Abstract
When children make sense of the world, they use the resources available to them to do so. These resources might include language, gesture, stickers, pens, paper, bits of stuff found and gathered between journeys, on buses, at school, at home and in in between spaces. The process of making sense of children’s meaning making also involves understanding the stuff they use to make meaning. This ‘stuff’ can be material or (im)material (Burnett et al., 2014). It can also be multimodal, that is expressed in a variety of modes including oral, gestural, visual and somatic. Digital ‘stuff’ (Miller, 2010) is particularly interesting as a mode in which to make meaning, and also, as discussed here, as a particular mode for research. The digital offers a research approach that is congruent with young people’s existing everyday practices, and therefore can be seen as opening up the process of research in line with the modal choices of young people (Rowsell, 2013).
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© 2015 Melanie Hall, Kate Pahl and Steve Pool
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Hall, M., Pahl, K., Pool, S. (2015). Visual Digital Methodologies with Children and Young People: Perspectives from the Field. In: Stirling, E., Yamada-Rice, D. (eds) Visual Methods with Children and Young People. Studies in Childhood and Youth. Palgrave Macmillan, London. https://doi.org/10.1057/9781137402295_11
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DOI: https://doi.org/10.1057/9781137402295_11
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