Appendix O. Selected Annotated Bibliography

1. Mulder, C. & Dull, A. (2014) Facilitating Self-Reflection: The Integration of PhotoVoice in Graduate Social Work Education, Social Work Education, 33:8, 1017-1036, DOI: 10.1080/02615479.2014.937416

   This paper explored PhotoVoice as a pedagogical tool to support and further refine critical reflection skills of first-year Master of Social Work students. Discussion of PhotoVoice as a research tool and its use in a classroom was also explored. PhotoVoice provided a rich experience for students to critically reflect on certain experiences and share them with their peers. The PhotoVoice assignment was split into three different phases, where students had time to reflect on prompts, then were asked to provide a photograph representing the situation, followed by a cohesive narrative of how the photograph was connected to the prompt. Students were then randomly assigned to groups for debriefing and to build connections with one another. The paper concluded with a reflection from a graduate student and a reflection from a faculty member explaining their own lived experience of the PhotoVoice assignment. The integration of visuals, words, and learning through PhotoVoice to cultivate critical self-reflection was also discussed.

2. Robinson-Keilig,R.A.,  Hamill,C.  Gwin-Vinsant, A., & Dashner, M. (2014) Feminist Pedagogy in Action: PhotoVoice as an Experiential Class Project. Psychology of Women Quarterly. Vol 38-(2) 292-297.  https://doi.org/10.1177%2F0361684314525580

   This article was a teaching brief by the researcher who was also the instructor for the course and students. PhotoVoice was used as a research method to explore graduate students’ thoughts of violence against women, specifically using three pedagogical principles, “challenging instructor/student hierarchy, valuing student experience and knowledge, and facilitating critical consciousness.” The project was split into five different phases, where students would name the topic they wanted to explore, followed by generating photos related to the topic, a reflection, and identifying patterns across one’s own photographs, then doing a peer-share session where students would generate themes for others, followed by a large group debrief. The result of the assignment was students discussing the question, “what is gender to me?” PhotoVoice helped break down barriers in the classroom and provided students with the opportunity to contribute to knowledge production and active engagement with content.

3. Lichty, L.F. (2013). PhotoVoice as a Pedagogical Tool in the Community Psychology Classroom. Journal of Prevention and Intervention Community. 41(2): 89 -96. DOI:10.1080/10852352.2013.757984

   This article explored PhotoVoice as a pedagogical tool that provided students with the opportunity to take part in participatory community-focused research. Twenty-nine students enrolled in a community psychology course all took part in the PhotoVoice assignment. Students were asked to contemplate two broad questions, “what defines your experience of community? And – What needs to change in your community?” (pp. 91). The entire class had one collective blog that they were expected to upload their pictures and narratives to the website. This was a summative assignment, so it was done in parts over the course of the semester. Near the end of the course, students debriefed as a large group about what the assignment meant to them and how it impacted them. The instructor reflected on how incorporating PhotoVoice helped bring more life into the course content and that they appreciated using a hybrid approach with the online and in-person sessions. Furthermore, PhotoVoice supported group learning and facilitated critical thinking skills by creating space to study the nuance presented in the photographs.

4. Amanda O. Latz. (2017). PhotoVoice Research in Education and Beyond : A Practical Guide From Theory to Exhibition. Routledge. https://search-ebscohost-com.ezproxy.lib.ryerson.ca/login.aspx?direct=true&db=nlebk&AN=1501313&site=ehost-live

   This book is a comprehensive guide that is split into seven different parts to explain the theoretical basis, application, and pros and cons of PhotoVoice as a research method. Section one (pages 1-24) discusses the history of photography and inquiry, followed by section two (pages 25-57) which is an exploration of the theories that guide PhotoVoice, section three (pages 58-90) explains how to use PhotoVoice as a research method, section four (pages 91-103) discusses how to analyze PhotoVoice data, section five (pages 104-118) explores the ethics process, section six (pages 119-151) is an example exhibition of Amanda O. Latz and Thalia M. Mulvihill’s work, and section seven (pages 152-160) explores the future of PhotoVoice, benefits and shortcomings.

5. Christensen, M. C., Caswell, C., & Yilmazli Trout, I. (2020). A constructivist examination of using PhotoVoice as a teaching method with MSW students and involving the larger community. Social Work Education, 1–19. https://doi.org/10.1080/02615479.2020.1858046

   Researchers analyzed the coursework of 55 students in the Master of Social Work program. The aim of the study was to, “understand what MSW students found meaningful when implementing and evaluating a PhotoVoice project focused on transforming rape culture.” Students wrote an 8–10-page reflection paper describing the experience of using PhotoVoice and answering six questions related to, what they felt they had learned from the experience and what they have learned about themselves. Data were analyzed using line-by-line coding through a constructivist-grounded theory approach (Charmaz, 2014). The themes that were generated across student experiences were, decentering of social work and highlighting community experiences in a deeper way. The decentering of social work also highlighted tapping into students’ critical consciousness. For others looking to use PhotoVoice as an intervention, the recommendations include ample pre-planning of each part of the assignment to mitigate time constraints.

6. Chio, V. C. M., & Fandt, P. M. (2007). PhotoVoice in the Diversity Classroom: Engagement, Voice, and the “Eye/I” of the Camera. Journal of Management Education, 31(4), 484–504. https://doi.org/10.1177/1052562906288124

   Researchers implemented PhotoVoice as an intervention in a diverse classroom as developed by Wang and Burris (1997) to strengthen students’ engagement with the subject matter. The aim was to implement inclusive pedagogy and provide students with the opportunity to be knowledge producers. Students were asked to use photograph(s) to tell their own story based on broad themes presented in class. Suggestions for others who are looking to implement PhotoVoice in the classroom are as follows, be clear on the aims, scope, and themes that you are asking the students to explore, understand the sequencing of the assignment and whether the experience would be best served through a group assignment or individual. This assignment had a dual role where teachers also were able to gain perspective from the insights shared by students.  The attached appendices outline the assignment instructions.

7. Solano-Ruiz, M. C., Andina-Díaz, E., Noreña-Peña, A., & Siles-González, J. (2021). PhotoVoice and dramatisation in the classroom with nursing students: An exploratory study to raise awareness of the cultural and social dimensions of violence against women. Nurse Education Today, 103, 104974. https://doi.org/10.1016/j.nedt.2021.104974

   Researchers explored PhotoVoice as a participatory-action research intervention to further cultivate critical thinking skills in nursing students. Researchers used a combination of dramatisation and PhotoVoice together to deeply explore scenarios of violence against women in daily life. Forty nursing students in their fourth year of study were split into groups of five and asked to complete two phases for their PhotoVoice assignment. In the first phase, students were asked to view scenes of violence against women in everyday contexts. In the second phase, students were asked to take three to four photographs during the performance that resonated with them about the objective of the assignment. Lastly, students had a larger discussion about the pictures and what they represented to them. Data were analyzed using MAXQDA and four themes emerged from the data, “violence against women,” the “victim” and “abuser,” social viewpoints and components of emotions. Students discussed how education plays a key role in changing social behaviour. The combination of PhotoVoice and dramatisation helped nursing students further refine their critical thinking skills as well as, explore more deeply the social and cultural dimensions of violence against women.

8. Cheryl Cooper, W. S. (n.d.). Visualising the health of communities: Using PhotoVoice as a pedagogical tool in the college classroom – Cheryl Cooper, William Sorensen, Susan Yarbrough, 2017. SAGE Journals. Retrieved October 8, 2021, from https://journals.sagepub.com/doi/abs/10.1177/0017896917691790.

   Instructors used PhotoVoice as a pedagogical tool to support the deeper engagement of content presented in an undergraduate community health course. The assignment was divided into five phases, phase one focussed on learning about PhotoVoice as a research tool, phase two was comprised of students being split into groups where they were asked to, “identify a community they have lived in and specific health concerns related to that community,” in phase three students were each asked to take 25 photographs, and then asked to narrow the photos down to their top five, phase four consisted of group members asking questions and debriefing with one another about their chosen pictures, and phase five dealt with students presenting their work to the instructors and a cohesive narrative. Initially, students had thought the photographs would be too objective and would not convey a deeper meaning. However, over the course of the assignment students were able to explore the nuance associated with PhotoVoice and the phenomena that were captured on film. Instructors explained that they wanted to extend the use of PhotoVoice across other courses to support deeper understanding and cultivate critical thinking skills.

Community-Engaged Learning and Teaching (CELT)
Faculty of Arts, Ryerson University

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