Study: Using Visual Narrative for Reflection

Narelle Lemon Faculty of Education The University of Melbourne (2006) Abstract People are storytellers by nature and these stories or narratives provide us with access to people’s identity and personality while playing a central role in our communication with others (Richardson, 1990; Lieblich, Tuval-Mashiach & Zilber, 1998). Much research has been done on the use of narratives and how they inturn provide a unique insight into a range of multiple interconnecting forces that enlighten relations between self and society (Bager- Charleson, 2004; Lightfoot, 2004). A relatively under researched area of narrative inquiry is the use of photographs, visual narrative (Bach, 1998; Clandinin & Connelly, 2000; Moss, 2003), to provide prospect to reflect and grow from our experiences, to evoke memory in our lives, a memory that can be used to construct and reconstruct stories, and to share stories with the community. In education, the role of visual narrative as a form of reflection in the classroom has not been extensively investigated. Photographs can be used as a way to preserve the appearance of an event or a person or as a metaphor of an experience that has been closely associated with the initial idea or relationship (Bach, 1998; Bach, 2001). Visual narrative makes visible the different parts or narratives of a story as well enabling opportunity to explore different positions within a dynamic environment or situation. This paper explores the use of visual narrative as providing an opportunity for early childhood students to photograph their world in an educational setting. Throughout the inquiry of students using digital cameras to create visual narratives themes emerged associated to the creation of learning communities and development of reflective skills. An exploration of first time use of the camera is discussed as well as some key themes that emerged over time. Introduction The purpose of this study was to explore the concept of using student taken digital photographs for reflection as part of the early childhood classroom curriculum. The study sets to explore the use of visual narrative, the stories from the photographs, as a tool for reflection to promote student centred learning, negotiation of learning and teaching roles, development of interdisciplinary skills, the promotion of technology (ICT) in the classroom, and the importance of reflection for the development of learning and teaching for the teacher. The aims of this paper are to present some of the findings that came out of a doctoral level study with particular focus on students first use of digital cameras to capture the learning environment, the creation of a learning community and the development of student reflective skills.

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