Photovoice as a Pedagogical Tool to Increase Research Literacy Among Community Members

Abstract

Engaging community members as collaborators in the research process is often the missing link to improving the quality and outcomes of health promotion activities, disease prevention initiatives, and research studies (Minkler, 2004; Minkler & Wallerstein, 2008). CBPR has been shown to be an effective strategy for improving community health and addressing health disparities, especially in marginalized populations (Israel et al., 2010; Viswanathan, 2004). One of the challenges to CBPR is to enhance the research capacity of communities through existing institutions such as community-based organizations (CBO's) that work with academic researchers. The processes and methods used by CBPR researchers vary by the research question, how the communities will benefit from the intended research or intervention, the public health issue being addressed, and the level of community competence. These factors may determine how a community can and will be engaged and the processes needed to build its capacity. Academic partners bring a variety of research methods to CBPR partnerships, and 715652P HPXXX10.

Adaptation, Implementation, and Evaluation of a Public Health Research Methods Training for Youth

“…Each assignment was modified to be shorter and appropriate for youth (e.g., playground audit instead of grocery store audit). 14 …”

Using Photovoice as Methodology, Pedagogy and Assessment Tool in Education: Graduate Students’ Experiences and Reflections

“…In recent years, photovoice has been used as a pedagogical tool to examine the parallel learning processes of college students and preschool children through service learning (Hernandez et al, 2014), to introduce qualitative research methods to community members and increase their research literacy (Komaie et al, 2018). Latz et al's (2016) study explored a course-based photovoice project on a graduate and community college student collaboration.…”

“…It is predominantly used in participatory action research, community-based participatory research, and qualitative methodologies, such as ethnography, visual narrative inquiry and case studies (Simmonds, Roux, & Avest, 2015). Photovoice as a participatory visual research method has been used widely in the areas of health, community development, management, social research, and education (Bennett et al, 2019;Komaie, Gilbert, Arroyo, & Goodman, 2018;McIntyre, 2003;Wang, Morrel-Samuels, Hutchison, Bell, & Pestronk, 2004;Wang, Wu, Zhan, & Carovano, 1998;Warren, 2005;Wilson et al, 2007). Despite a growing interest in using photovoice as a pedagogical tool (Chio & Fandit, 2007;Hernandez, Shabazian, & McGrath, 2014;Komaie et al, 2018;Latz, Phelps-Ward, Royer & Peters, 2016), there is a paucity of research on using photovoice as a methodology, pedagogy, and assessment tool in Chinese education contexts.…”

College Students’ Reflections on Their Experience Facilitating a Photovoice Research Project with BIPOC Older Adults and Frontline Healthcare Workers

“…Although photovoice has been predominantly used as a research methodology, some researchers have explored its use as a pedagogical strategy [ 5 – 7 ]. We position our use of photovoice within this student-led participatory research endeavor as a research approach and a transformative pedagogical tool.…”