The document discusses three case studies that used visual methodologies in participatory research involving information and communication technologies for development (ICT4D). In the case studies, participatory photography, interviews, and focus groups helped bridge communication gaps between researchers and participants and empowered participants to engage critically with ICT. However, researchers needed to renegotiate their own cultural identities and assumptions about ICT. While visual methods helped participants reflect on ICT, changing practices requires long-term support. The studies intended to facilitate structural changes through ICT design and use, with varying levels of success. Overall, the document argues that visual methodologies provide a starting point for understanding inequalities related to ICT, and critical engagement with ICT must address

1. When words become unclear
unmasking ICT through visual
methodologies in participatory ICT4D
Caitlin M. Bentley, David Nemer, Sara Vannini

2. visual methodologies in
participatory research in ICT4D

3. visual methodologies in
participatory research in ICT4D

4. Purpose:
Analysis & Reflection about research methodologies
motivations, processes, & outcomes
Considerations in light of the literature (ICT4D; visual
methodologies) & our research outcomes

5. paper methodology
• 3 researchers, 3 case studies
Analysis & Reflection about research methodologies
motivations, processes, & outcomes
• Considerations in light of the literature (ICT4D;
visual methodologies) & our research outcomes

6. Bridge differences and communication gaps between researcher and
participants
[Bignante 2010; Collier, 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Gomez & Vannini 2016]
Empowering participants to take part in the research conversation
[Vannini et al., 2015]
Enable participants’ critical engagement with ICT
apply reflexive ICT practices, develop a situational awareness of the role of
ICT in context, gain greater power and control over use & design of ICT
visual methodologies
in the literature

7. Bridge differences and communication gaps between
researcher and participants
[Bignante 2010; Collier 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Collier 1967; Gomez & Vannini 2016]
Empowering participants to take part in the research
conversation
[Bignante 2010; Vannini et al. 2015]
Enable participants’ critical engagement with ICT
[Gomez & Vannini 2016; Nemer 2013]
visual methodologies
in the literature

8. Bridge differences and communication gaps between
researcher and participants
[Bignante 2010; Collier 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Collier 1967; Gomez & Vannini 2016]
Empowering participants to take part in the research
conversation
[Bignante 2010; Vannini et al. 2015]
Enable participants’ critical engagement with ICT
[Gomez & Vannini 2016; Nemer 2013]
visual methodologies
in the literature
cultural identity lens/emphasis

9. Bridge differences and communication gaps between
researcher and participants
[Bignante 2010; Collier 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Collier 1967; Gomez & Vannini 2016]
Empowering participants to take part in the research
conversation
[Bignante 2010; Vannini et al. 2015]
Enable participants’ critical engagement with ICT
[Gomez & Vannini 2016; Nemer 2013]
visual methodologies
in the literature

10. Bridge differences and communication gaps between
researcher and participants
[Bignante 2010; Collier 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Collier 1967; Gomez & Vannini 2016]
Empowering participants to take part in the research
conversation
[Bignante 2010; Vannini et al. 2015]
Enable participants’ critical engagement with ICT
[Gomez & Vannini 2016; Nemer 2013]
visual methodologies
in the literature

11. Bridge differences and communication gaps between
researcher and participants
[Bignante 2010; Collier 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Collier 1967; Gomez & Vannini 2016]
Empowering participants to take part in the research
conversation
[Bignante 2010; Vannini et al. 2015]
Enable participants’ critical engagement with ICT
[Gomez & Vannini 2016; Nemer 2013]
visual methodologies
in the literature

12. Bridge differences and communication gaps between
researcher and participants
[Bignante 2010; Collier 1967; Young and Barrett 2001]
Help communicating factors that are hard to verbalize
[Collier 1967; Gomez & Vannini 2016]
Empowering participants to take part in the research
conversation
[Bignante 2010; Vannini et al. 2015]
Enable participants’ critical engagement with ICT
[Gomez & Vannini 2016; Nemer 2013]
visual methodologies
in the literature

13. Critical engagement with ICT:
• Reflect on their own ICT use (reflexive ICT practices)
• Understand and reflect on the role of ICT in context
(situational awareness)
• Gain greater power and control over the use and design of
ICT within their lives

14. paper methodology
• 3 researchers, 3 case studies
Analysis & Reflections about research methodologies
motivations, processes, & outcomes
• Considerations in light of the literature (ICT4D;
visual methodologies) & our research outcomes

15. 15 Sub-Saharan African countries (mainly South Africa,
Mozambique and Swaziland)
Investigate learning approaches, reporting, and ICT practices
across donors and different offices of the organization

16. 15 Sub-Saharan African countries (mainly South Africa,
Mozambique and Swaziland)
Investigate learning approaches, reporting, and ICT practices
across donors and different offices of the organization
Two interview types: (“rich pictures” and follow-up interviews)

17. Brazilian favelas
Ethnography, collaborative photo-book, focus groups

18. Brazilian favelas
Ethnography, collaborative photo-book, focus groups
Stigma, creating awareness of how ICT have been
appropriated; creating an advocacy tool

19. RE-ACT
Mozambique
Meanings, values
and practices
attached to CMCs
&
identify actions for
improving the CMCs
Participatory
photography,
interviews
focus groups

20. Mozambique
Meanings, values
and practices
attached to CMCs
&
identify actions for
improving the CMCs
Participatory
photography,
interviews,
focus groups
RE-ACT

21. paper methodology
• 3 researchers, 3 case studies
Analysis & Reflections about research methodologies
motivations, processes, & outcomes
• Considerations in light of the literature (ICT4D;
visual methodologies) & our research outcomes

22. Pictures were beneficial for sparking
discussion and gathering
interpretations
Meanings researchers and participants attached to
ICT were sometimes different than pre-supposed.
Participants gained a sense of empowerment when
their meanings and contributions derived value for
their personal identities and community places.

23. Pictures were beneficial for sparking
discussion and gathering
interpretations
Meanings researchers and participants attached to
ICT were sometimes different than pre-supposed.
Participants gained a sense of empowerment when
their meanings and contributions derived value for
their personal identities and community places.

25. “We always talk at the radio about
the importance of hygiene to
prevent the spread of diseases, they
want the CMC to be clean because
we have to set the example for the
community, and we have to do
what we predicate.”

26. “Beauty is important for
the human being…
beauty is a value that
makes human beings
what they are.”

28. “I took a picture of myself working
… speaking at the radio. I like
working for the people. […] I see
that people need more information
for everything, this photo is because
people will see that working for the
people is very good.”

29. Researchers are major players in
developing reflexive ICT practice skills

30. Researchers are major players in
developing reflexive ICT practice skills
• Participants’ attitudes towards ICT were pragmatic and
positively affirmative  Participants were not accustomed to
examining their own ICT agency.
• Different levels of reflexive ICT practice occurring
simultaneously. Researchers needed to renegotiate their own
cultural identities and how these influenced their own
concepts and assumptions of ICT.
• It should not be assumed that participants can change their
ICT practice merely by reflecting on their power and position.
Visual methods are an important tool for researchers to
support participants to develop reflexive ICT practice skills.

31. Researchers are major players in
developing reflexive ICT practice skills
• Participants’ attitudes towards ICT were pragmatic and
positively affirmative  Participants were not accustomed to
examining their own ICT agency.
• Different levels of reflexive ICT practice occurring
simultaneously. Researchers needed to renegotiate their own
cultural identities and how these influenced their own
concepts and assumptions of ICT.
• It should not be assumed that participants can change their
ICT practice merely by reflecting on their power and position.
Visual methods are an important tool for researchers to
support participants to develop reflexive ICT practice skills.

32. Researchers are major players in
developing reflexive ICT practice skills
• Participants’ attitudes towards ICT were pragmatic and
positively affirmative  Participants were not accustomed to
examining their own ICT agency.
• Different levels of reflexive ICT practice occurring
simultaneously. Researchers needed to renegotiate their own
cultural identities and how these influenced their own
concepts and assumptions of ICT.
• It should not be assumed that participants can change their
ICT practice merely by reflecting on their power and position.
Visual methods are an important tool for researchers to
support participants to develop reflexive ICT practice skills.

33. Power & Control over the use and
design of ICTs

34. Power & Control over the use and
design of ICTs
All three cases had an intention to change structures
through the design and use of ICT and related
services: different levels of structural change were
achieved in the three cases.

36. Conclusions
Visual methods in participatory research are a beneficial
starting point for understanding and facilitating responses
to ubiquitous inequalities caused by ICT.
Critical engagement with ICT as the linchpin for
meaningful growth in ICT4D research
• deemphasizing the role of ICT to confront technological
deterministic views in development not viable
• ICT is increasingly intertwined and embedded in our
individual and collective identities and environments

37. Thank you!
Sara Vannini
Department of Communication
University of Washington, Seattle, WA, USA
vanninis@uw.edu