This presentation was given by Tunde Varga-Atkins at the 2011 International Visual Methods conference at the Open University, UK, Milton Keynes (Sep13-15 2011). It is a collaboration between Muriah Umoquit, Peggy Tso, Tunde and Mark O'Brien and Johannes Wheeldon. It combines two papers into one (one on terminology and diagrammatic elicitation) and another one on the ontological consequences of using diagrams, drawings and cartoons. (This combination was due to an admin error - both papers are available in more detail on request.)

1. When to use a diagram, drawing or cartoon in participatory research? Exploring the ontological consequences of visual methods through activity theory Mark O’Brien: Centre for Lifelong Learning, University of Liverpool TündeVarga-Atkins:Centre for Lifelong Learning, University of Liverpool Muriah Umoquit: Cancer Services & Policy Research Unit, Cancer Care Ontario Peggy Tso:Department of Health Policy, Management and Evaluation, University of Toronto Johannes Wheeldon:Faculty of Criminal Justice, Heritage University Second International Visual Methods conference 14 Sep 2011 Open University, UK

2. Does a diagram “by any other name smell as sweet”? Placing diagrammatic elicitation in the spectrum of visual and verbal data collection Muriah Umoquit: Cancer Services & Policy Research Unit, Cancer Care Ontario Peggy Tso:Department of Health Policy, Management and Evaluation, University of Toronto TündeVarga-Atkins:Centre for Lifelong Learning, University of Liverpool Mark O’Brien: Centre for Lifelong Learning, University of Liverpool Johannes Wheeldon:Faculty of Criminal Justice, Heritage University Second International Visual Methods conference 14 Sep 2011 Open University, UK

3. How it all came about? Umoquit et al Systematic review on using diagrams in interviews: terminology! Varga-Atkins & O’Brien: drawings or diagrams? Using diagrams in interviews Common terminology is needed!(under review IJQM) Drawings, diagrams or cartoons? Cultural-historical activity theory and ‘the visual’ in research: exploring the ontological consequences of the use visual methods (preparing for special issue for IJRME) Wheeldon: confusion between concept and mind maps!

4. Revised presentation outline Part 1 – diagrammatic elicitation The problem of terminology in (visual) research methods: The research context; Terminology mismatch; Defining diagrammatic elicitation: What is a diagram; Why terminology matters; What is diagrammatic elicitation; Part 2 – drawings, diagrams and cartoons – choice of research method bearing influence on research data? – a trailer

6. Able to analyse

7. Interdisciplinary research

8. Share research experiences, methods etc.Correspondence (name = signifier) is not important

9. Terminology mismatch: A ‘Participatory diagramming’ Post-it notes arranged by groups to make prioritized lists Interviewees drew out a visual diagram VS Hopkins 2006 Umoquit et al 2010

10. Terminology mismatch: B ‘Graphic elicitation’ Interviewees created a diagram to show informal and formal networks Interviewees verbally edited researcher prepared diagrams VS Varga-Atkins, O’Brien 2009 Crilly et al 2006

11. Purpose: multidisciplinary terminology Define what a diagram is Place diagramming in context of elicitation Diagrammatic elicitation Define subcategories of diagrammatic elicitation

12. What is a diagram? Diagram?

13. What is a diagram? cartoons Adapted and visualised from Banks (2001)

14. What is a diagram? (Table adapted from Varga-Atkins and O’Brien (2009) and Engelhardt (2002)) Umoquit et al, forthcoming

15. Multidisciplinary terminology: who?

16. What is ‘the’ data? = data = data e.g. Haidet et al 2008 e.g. West et al. 200o = data e.g. Jafri et al 2008

17. Summary: broad, inclusive framework Diagrammatic Elicitation A diagram is... while a concept map is... and a mind map is... Network maps Diagrams Concept maps Tables Mind maps Geographical maps Organisational charts Drawings Interdisciplinary dialogue

18. Which method for what? The purpose/focus of the research will determine which diagram type is suitable (network maps, mind maps or organisational charts). Same true when it comes to the choice between diagrams and other graphic representation methods. Progression: we came to appreciate that (graphic) research tools are not ontologically neutral. Credit to Mark O’Brien (theoretical lense: activity theory).

19. Part 2: ontological consequences Data ‘Visual’ (graphic) methods Diagrams Researcher Drawings Cartoons Theoretical lense: cultural-historical activity theory

20. Diagrams Researcher: settling, levelling, helped with facilitation; Participant: understood easily, no drawing skills The research: birds’ eye view: allows conceptualising, contrasting, and comparing; abstraction: allowed to focus on network relationships

21. Drawings Researcher: process alerting them to importance of meaning making Participant: reduces boundary between researcher and participant; friendly The research: interpretations and to express their meaning Mair and Kierans 2007: ‘draw and write’ method Also : Nossiter and Biberman

22. Cartoons (drawn characters) Parents’ experience about taking their baby to classroom with types and mood cards Researcher: relaxed participants, intimacy, demystifying research Participant: seeking resemblances, switching between first / third person The research: able to get at feelings, emotions, psychological states

23. Summary The research methods adopted can affect the kinds of data produced in the research ‘output’ (theoretical lense: activity theory)

24. Questions ? ? ? Contact: TündeVarga-Atkinstva@liv.ac.uk http://academia.edu If you are interested in a fuller discussion discussion please sign up on paper to a potential webinar (please put your name and email)

25. References Banks, M. (2001). Visual Methods in social research. London: Sage. Crilly N, Blackwell A, Clarkson P. Graphic elicitation: using research diagrams as interview stimuli. Qualitative Research. 2006; 6. Hopkins, P. (2006). Youth transitions and going to university: the perceptions of students attending a geography summer school access programme.Area, 38, 240-247. Umoquit, M. J., Dobrow, M. J., Lemieux-Charles, L., Ritvo, P. G., Urbach, D. R., & Wodchis, W. P. (2008). The efficiency and effectiveness of utilizing diagrams in interviews: an assessment of participatory diagramming and graphic elicitation. BMC Medical Research Methodology, 8(53). Umoquit, M. J., Tso, P., Burchett, H. E. D., & Dobrow, M. J. (2011) A multidisciplinary systematic review of the use of diagrams as a means of collecting data from research subjects: application, benefits and recommendations. BMC Medical Research Methodology, 11(11). Umoquit, M., Tso, P., Varga-Atkins, T., O'Brien, M., Wheeldon, J. Diagrammatic elicitation: defining the use of diagrams in data collection. International Journal of Qualitative Methods(in review). Varga-Atkins, T. & O'Brien, M. (2009). From drawings to diagrams: Maintaining researcher control during graphic elicitation in qualitative interviews.International Journal of Research & Methods in Education, 32. Wheeldon, J. & Faubert, J. (2009a). Framing Experience: Concept Maps, Mind Maps and Data Collection in Qualitative Research. International Journal of Qualitative Methods, 8, 68-83. Wheeldon, J. & Faubert, J. (2009b). Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research.International Journal of Qualitative Methods, 8, 68-83. West, D. C., Pomeroy, J. R., Park, J. K., Gerstenberger, E. A., & Sandoval, J. (2000). Critical thinking in graduate medical education: A role for concept mapping assessment?Journal of the American Medical Association, 284, 1105-1110.