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This article proposes the living journals method for remotely studying participants, elevating participant agency in the data generation process and minimising or completely removing the need for a researcher to be physically present in the field. Employing this method, the paper describes how the method was used to explore 5-year-old children’s di...
Context in source publication
Context 1
... the mothers' commentaries, every piece of text and transcription of mothers' audio messages were used. I used the children's favourite colours and particular interests as themes to personalise respective journals (Figure 1, children's journal covers and sample journal pages). The videos were playable in the digital versions, but the paper format used stills from the videos. ...
Citations
... The living journals facilitated remote exploration of children's daily experiences by actively engaging mothers as proxy researchers, thereby shifting the focus away from the researcher during the data generation process. The data generated through this method yielded multivocal, multimodal, metatextual and multifunctional data (Savadova 2023a). ...
We report on influences on Azerbaijani families' parental mediation strategies for managing young children's digital practices at home. Data were gathered with five families in 2019 and 2023 using the Living Journals approach. Both fathers and mothers revealed the influences of gender and cultural norms on parental mediation. Fathers held legislative power by making decisions about rules; mothers exercised executive power by implementing those rules but found the process of mediation to be in tension with their desire to be accepted as a ‘good mother’. The study revealed social and cultural influences on parents' mediation strategies that differ from those identified in countries in the Global North.
... Additionally, textual and audial messages contained mothers' responses to prompt questions and provided further elaboration on the captured activities. I have provided a detailed account of the quantity and content of the received visual, textual, and audial data in another publication (Savadova 2023a). ...
... First, as discussed above, the method creates multimodal, metatextual, multivocal and multifunctional data, enriching the textuality and visuality of the generated data. The method enables remote data generation, thereby minimising researchers' physical presence in the field (Savadova 2023a). Researchers can adopt this approach as a participatory method, engaging children and young people in both data generation and interpretation, thus providing them with more agency in the data generation process (Coyne and Carter 2018). ...
... Our interest in this chapter focuses on children from Azerbaijan where, to the best of our knowledge, no studies have been conducted on children's perspectives on smartphone use in school and domestic environments. The study's initial hypothesis expected to find smartphone use to be strictly tied to family and cultural values besides being reflective of hierarchical generational order and strict parental mediation (Savadova, 2021). This study explores how smartphones mediate parent-child relationships and generational order in Azerbaijani families and schools. ...
Synopsis
The ebook edition of this title is Open Access and freely available to read online. Revising established research, this handbook equips readers with an understanding of the complex interplay between local and global and public and private contexts in the development of young people in Asian countries.
https://www.emerald.com/insight/publication/doi/10.1108/9781803822839
... Some researchers used social apps that are familiar to participants in their daily life. Martínez-Sierra et al. (2019) and Savadova (2021) used WhatsApp to send prompts and gather audio reflections, video recordings, and pictures of the context. Participants can interact with WhatsApp during relevant events, such as after a class session; or they can respond to WhatsApp at random times when they receive messages from the researchers. ...
Engagement has been recognized as one of the most important factors of learning and achievement in academic settings. Research on engagement has been gearing toward a “person-in-context” orientation, where both personal characteristics and contextual features in relation to students’ engagement are considered. This orientation allows a more in-depth understanding of how a person embedded within a context engages in a task, and it pays particular attention to the interactions between the person and contextual features. Engagement in context is situational, longitudinal, and multi-dimensional. This in-situ orientation requires a research methodology that is embedded in and responsive to the context where learning occurs. In this paper, we provide a conceptual synthesis of research on academic engagement in proposing a framework of engagement in context. We introduce the affordances of Experience Sampling Methodology (ESM) and provide a review of current technologies in supporting ESM. In addition, we provide example cases of examining engagement using ESM and technology. In these cases, we discuss details about how ESM combines with technologies and statistical approaches in providing insights to educational research, theory, and practice.
... Our interest in this chapter focuses on children from Azerbaijan where, to the best of our knowledge, no studies have been conducted on children's perspectives on smartphone use in school and domestic environments. The study's initial hypothesis expected to find smartphone use to be strictly tied to family and cultural values besides being reflective of hierarchical generational order and strict parental mediation (Savadova, 2021). This study explores how smartphones mediate parent-child relationships and generational order in Azerbaijani families and schools. ...
Smartphones play an integral part in many children's lives. Their constant presence in various contexts and the multitude of affordances they present have a tremendous effect on how childhoods are lived today. One important aspect is the way children's interaction with smartphones can affect relationships and particularly generational relations. In this explorative study, we investigated Azerbaijani children's interaction with smartphones in the family and at school using sociomaterial and relational approaches. Thinking relationally, we followed children's stories to unravel how smartphones can mediate different types of behavior and assist children in negotiating their place in generational order with the adults in their lives. Analyses suggest that smartphones can both present children with bargaining power to negotiate pleasure and fun as well as means to reinforce the generational order by children themselves. The findings point out that children often transfer social norms and expectations placed on them to how they use smartphones.
In this chapter we focus on the use of technological, app-based, digital tools in supporting social scientific, participatory research with children and young people. Over the last few years, particularly with the global experience of the Covid-19 pandemic, this has further prompted the use of creative digital tools to facilitate data collection with children and young people. In this chapter we look at their advantages, pitfalls, ethical issues and practical implementation.
The objective of this article is to outline the emerging field of the “digital geographies of mundane violence”, which is characterised by a critical and reflective engagement with the spatialities and dynamic and non-linear temporalities of mediated violence unfolding in entangled online and offline spaces. Going beyond a conventional review of existing literature, we apply Barad’s (2007: 25) “diffractive methodology” to “read through” findings of studies on violence with non-essentialist concepts of entangled online and offline space and spatiality. Given the variety of technologies, forms of violence, and spaces in which violence unfolds, we develop our argument by focusing on a specific type of gender-based violence: (cyber-)bullying of young people identifying with “abundant identities” (Persson et al. 2020: 67) that neither conform to hegemonic heterosexuality and binary gender categories nor are confined to LGBTQI categories. We discuss the ambivalent role of digital technologies in the negotiation and diffraction of difference by young people facing exclusionary identity politics and violent processes of heteronormalisation and heterosexualisation. We present an illustrative research design from our own work, which combines retrospective insights into biographies, family and social relations and media use with a participant-led, mobile, partly in-situ exploration of everyday entangled mediated experiences, practices and negotiations of inclusion, exclusion and violence. Therewith we outline how the contextualities, dynamics, fluidities, non-linearities and variegated historicities behind mediated violence in entangled online and offline spaces can be empirically unpacked. We show how digital technologies are an intrinsic and entangled part of social, cultural, and political negotiations, discourses, and processes, and contribute significantly to the normalisation and everyday (re-)production of diverse forms of violence.
Based on the shift from face-to-face participatory action research (PAR) with groups in situations of vulnerability to digital methods during COVID-19, we reflect on how we can go beyond compensating for the physical absence of the researcher from the field. We argue that instead of simply aiming to replace face-to-face research with a digital equivalent for maintaining ‘participatory’ and ‘inclusive’ research practices, remote practices have the potential of being more-than compensatory. We suggest that when producing multi-method digital approaches, we need to go beyond a concern with participant access to remote practices. By rethinking remote PAR in the light of expressive rather than participatory research practices, we critically reflect on the (sometimes experimental) process of trying out different digital research method(s) with Brazilian youth in situations of digital marginalisation, including the initial ‘failures’ and lessons learned in encouraging diverse forms of participant expression, and ownership using WhatsApp.
