Training graduate students as young researchers to study families’ use of media

 Cristina Ponte, Lisboa (Португалия)

 José-Alberto de-Vasconcelos-Simões, Lisboa (Португалия)

https://doi.org/10.3916/C38-2012-03-01

Ключевые слова

Research, teaching, learning, qualitative research, ethnographic interviewing, life stories, digital media, digital inclusion

Резюме

This article presents a research and teaching experience that took place within an international research project, Digital Inclusion and Participation (2009-2011) involving researchers from Portugal and the USA (Texas). The main aim of the project is to understand the conditions and tendencies of access and appropriation of digital media by users and non-users, with a particular focus on families and groups which are more vulnerable to digital exclusion (elderly people, immigrants, ethnic and linguistic minorities). Together with this aim the project also includes advanced education in digital media, focusing on the training of graduate students through supervised research among those social groups. These two objectives came together in an interdisciplinary Seminar on Methods of Researching Media and Journalism (2009-10 and 2010-11) co-lectured by the authors of this paper, respectively from the Departments of Media Studies and Sociology. This article focuses on the process of research and teaching that was activated in the Seminar, how graduate students were prepared and supervised to conduct interviews with two members of the same family from different generations, how they were actively involved in the adaptation of the original questions, used at the University of Texas in Austin, into a narrative script focused on life stories and relationships with the media (see Annex), and in the sampling process of the interviewee families. The implications of using such a qualitative methodology and research-based learning for the students, as well as the other advantages and pitfalls found during this process, are discussed in detail.

Ссылки

Baxter, M. (1999). Creating Contexts for Learning and Self-authorship: Constructive Developmental Pedagogy. Nashville: TN: Vanderbilt University Press

Link Google Scholar

Baxter, M. (2004). Evolution of a Constructivist Conceptualization of Epistemological Reflection. Education Psychologist, 39 (1); 31-42.

Link DOI | Link Google Scholar

Bertaux, D. & Thompson, P. (1993). Between Generations. London: Transaction Books.

Link Google Scholar

Bertaux, D. (1997). Les récits de vie. Paris: Nathan.

Link Google Scholar

Blumer, H. (1969). Symbolic Interactionism. In: Calhoun, C.; Gerteis, J. & al. (2002). Contemporary Sociological Theory. London: Balckwell Publishing; 66-77.

Link Google Scholar

Bourdieu, P. (1984). Questions de Sociologie. Paris: Les Editions du Minuit.

Link Google Scholar

Boyer Commission Report (1998) (http://naples.cc.sunysb.edu/pres/boyer.nsf/webform/contents).

Link Google Scholar

Brew, A. (2006). Researching and Teaching: Beyond the Divide. London: Palgrave Macmillan.

Link Google Scholar

Bryman, A. (2001). Social Research Methods. Oxford University Press.

Link Google Scholar

Clark, L.S. (2009). Digital Media and the Generation Gap. Information, Communication & Society 12 (3); 388-407.

Link DOI | Link Google Scholar

Hammersley, M. & Atkinson, P. (2000). Ethnography. Principles in Practice, London & New York: Routledge.

Link Google Scholar

Healey, M. (2005). Linking Research and Teaching to Benefit Student Learning. Journal of Geography in Higher Education 29 (2); 183-201.

Link DOI | Link Google Scholar

Huet, I.; Baptista, A.V. & al. (2009). Evaluation of Undergraduate Students' Involvement in Research Projects. The International Journal of Learning, 16 (9) (www.Learning-Journal.com).

Link Google Scholar

Hunter, A.B.; Laursen, S. & al. (2006). Becoming a Scientist: the Role of Undergraduate Research in Students' Cognitive, Personal and Professional Development. Wiley InterScience, Inc. Sci Ed, 91; 36-74. (www.inter-science.wiley.com).

Link Google Scholar

Lobe, B.; Livingstone, S. & al. (2007). Researching Children's Experiences on the Internet across Countries: Issues and Problems in Methodology. LSE: EU Kids Online. (www.eukidsonline.net).

Link Google Scholar

May, T. (2001). Social Research. Issues, Methods and Process. Milton Keynes: Open University Press.

Link Google Scholar

Selwyn, N. (2006). Digital Division or Digital Decision? A Study of Non-users and Low-users of Computers. Poetics, 34; 273-292.

Link DOI | Link Google Scholar

Silverman, D. (2009). Interpreting Qualitative Data. London: Sage.

Link Google Scholar

Silverstone, R.; Hirsch, E. & al. (1993). Tecnologías de la información y de la comunicación y la economía moral de la familia. Los efectos de la nueva comunicación. El consumo de la moderna tecnología en el hogar y en la familia. Barcelona: Bosch; 39-57.

Link Google Scholar

Van Dijk, J. (2006). Digital Divide Research, Achievements and Shortcomings. Poetics, 34; 221-235.

Link DOI | Link Google Scholar

Vygotsky, L. (1987). Mind in Society. Cambridge, MA: Harvard University Press.

Link Google Scholar

Fundref

Эта работа не имеет финансовой поддержки

Crossmark

Техническая спецификация

метрика

Метрики этой статьи

Просмотров: 37232

Ознакомление с аннотациями: 32361

загрузки PDF-файлов: 4871

Полные метрики 38

Просмотров: 1256453

Ознакомление с аннотациями: 1058068

загрузки PDF-файлов: 198385

Цитируется