Smart Phones and Photovoice: Exploring Participant Lives with Photos of the Everyday

Carlson, Erin Brock; Overmyer, Trinity

doi:10.1007/978-3-319-96713-4_8

Cited by 6 publications

(12 citation statements)

References 13 publications

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“…In addition, photovoice can be attractive to young adults due to the popularity of photography in daily life through social media platforms and smartphones (Andina‐Díaz, 2020; Kronk & Weideman, 2014). Carlson and Overmyer (2018) note that because most people own a smartphone, photovoice participants will require limited data collection and dissemination training. In fact, Yi‐Frazier et al (2015) conducted a study in which participants used Instagram to share their images with community members.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the advantages of this pedagogical tool, our examination revealed possible ethical and safety challenges inherent in the methodology. Several studies used photovoice to examine SDoH and stigma in historically underrepresented groups, raising the possibility of data breaches, particularly with the use of smartphones; the photographic capture of inappropriate or unwilling participants; participant and student anonymity; and the exploitation of marginalized subjects (Carlson & Overmyer, 2018; Laholt et al, 2019). In this scoping review, only three studies (Andina‐Díaz, 2020; Laholt et al, 2019; Solano‐Ruiz et al, 2021) used smartphones or devices for data collection; additional research should follow as the use of smartphones becomes more prevalent in photovoice (Carlson & Overmyer, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Several studies used photovoice to examine SDoH and stigma in historically underrepresented groups, raising the possibility of data breaches, particularly with the use of smartphones; the photographic capture of inappropriate or unwilling participants; participant and student anonymity; and the exploitation of marginalized subjects (Carlson & Overmyer, 2018; Laholt et al, 2019). In this scoping review, only three studies (Andina‐Díaz, 2020; Laholt et al, 2019; Solano‐Ruiz et al, 2021) used smartphones or devices for data collection; additional research should follow as the use of smartphones becomes more prevalent in photovoice (Carlson & Overmyer, 2018). Additionally, nurse educators should consult with academic administrators and IT specialists to consider safety and security issues if assignments require students to obtain photographs in remote locations or areas with a high incidence of crime (Carlson & Overmyer, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…In this scoping review, only three studies (Andina‐Díaz, 2020; Laholt et al, 2019; Solano‐Ruiz et al, 2021) used smartphones or devices for data collection; additional research should follow as the use of smartphones becomes more prevalent in photovoice (Carlson & Overmyer, 2018). Additionally, nurse educators should consult with academic administrators and IT specialists to consider safety and security issues if assignments require students to obtain photographs in remote locations or areas with a high incidence of crime (Carlson & Overmyer, 2018).…”

Section: Discussionmentioning

confidence: 99%

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The use of photovoice in nursing education: A scoping review

Randall,

De Gagne,

Yamane

et al. 2023

Nursing & Health Sciences

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Given the variety of uses of photovoice in nursing education, the importance of clarifying and describing this method is apparent. This scoping review aimed to explore the evidence on the use of photovoice in nursing education, describe the state of knowledge in this area, and identify knowledge gaps within the existing literature. A comprehensive search was performed in seven databases including MEDLINE, CINAHL, Embase, and Education Full Text. Three gray literature databases (ProQuest Dissertations and Theses Global database, EThOS, and PapersFirst) were also searched. This scoping review was conducted with reference to the JBI scoping review guidelines and reported using the PRISMA‐ScR statement. A total of 22 studies published between 2001 and 2022 were included in this scoping review. The findings indicate that photovoice is used globally in nursing education to teach in various courses and content areas within online, hybrid, and in‐person environments. Despite the heterogeneity within the definition of photovoice and associated pedagogical strategies, the results of this scoping review suggest that photovoice can serve as an educational tool for nursing students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The use of photovoice in nursing education: A scoping review

Randall,

De Gagne,

Yamane

et al. 2023

Nursing & Health Sciences

View full text Add to dashboard Cite

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“…La fotografía participativa es útil para explorar una gran variedad de temas sobre naturaleza subjetiva, incluyendo procesos, prácticas, hábitos y percepciones, con la imagen como elemento central para la discusión grupal (Hergenrather et al, 2009); además, quienes participan pueden registrar fotografías de manera inmediata usando sus teléfonos inteligentes y otros dispositivos móviles (Carlson y Overmyer, 2018). De este modo, exploramos las posibilidades emergentes de la creación fotográfica, y su potencial para visibilizar diversos aspectos del entorno de investigación (Baker et al, 2009;Mitchell et al, 2016).…”

Section: María Del Socorro Aguilar Cucurachi María Del Carmen Maganda...unclassified

Miradas desde el Archipiélago de Bosques y Selvas de Xalapa a través de la fotografía participativa

Cucurachi¹,

Maganda²,

Fontalvo-Buelvas³

2023

Pensam. palabra obra

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Exploramos las percepciones sobre los servicios ecosistémicos (se) del bosque de niebla, a través de la fotografía participativa (photovoice). En este proceso, resaltamos los servicios culturales, provisión (aprovisionamiento), soporte y regulación, registrados en la imagen y en la voz colectiva. Discutimos dos principales ventajas con el uso de la fotografía. Primero, que puede ser utilizada para evocar reflexiones, considerando la imagen como centro de discusión; segundo, los participantes pueden registrar fotografías de manera inmediata usando los teléfonos móviles. De este modo, exploramos las posibilidades emergentes de la creación fotográfica, y su potencial para visibilizar diversos aspectos ambientales. La metodología incluyó un taller de fotografía participativa donde colaboraron 16 personas con 120 fotografías registradas; en colectivo seleccionamos 30 imágenes, y discutimos sobre los contrastes y significados asignados. Los discursos fueron registrados, grabados y sistematizados con previa autorización (consentimiento por escrito). Utilizamos análisis temático, desde un enfoque interpretativo, y codificamos los contenidos partiendo de los servicios ecosistémicos. En los resultados, destacamos cuatro aspectos relevantes, 1. La afinidad con los servicios ecosistémicos culturales, 2. La valoración de se a partir de heterogeneidad social, 3. El sentido de pertenencia e identidad con el territorio habitado, y 4. La sinergia entre la creación fotográfica y la educación eco ciudadana. Mostramos tendencias, y contrastes en las fotografías, y resaltamos los significados en fragmentos textuales de relevancia. De manera sobresaliente, los participantes abordaron los problemas asociados al bosque de niebla y propusieron soluciones para mejorar las relaciones humanas con el entorno natural.

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