i. Image-based research incorporates a number of different visual forms, such as photographs, maps, film, pieces of art and many more (Prosser 1998). All of these various forms of image-based research are available in both a physical copy, as well as in an electronic format. The benefits of images in research have been stated by Razvi (2010) as a way to “signify multiple representations of a culture and enrich understanding of the phenomena under investigation”. When using images as a basis for research, however, it is important to apply consideration towards the ethics of using an image.
In regards to image-based research, it is no longer the case that images being used for such purposes as research are completely valid and reliable. Just like in written research, bias can play a key role in the use of an image for research purposes. The researcher should exhibit objectivity, though this is not always the case. When taking a photograph, for example, the researcher has influence in interpreting and controlling this data to suit their own means which is a potential issue (Simco & Warin 1997: 662). Additionally, with the use of computer programmes, such as Photoshop, it is easy to alter visual research (Jones 2012) - even a considerable amount of time after their initial collection.
Despite these potential complications, maintaining an objective stance towards the research through unbiased data-gathering and applying qualitative measures which ensure the validity of “real world” study (Pyett 2003).
References:
Jones, M. (2012) Media-Bodies and Photoshop [online]. Available from <http://uts.academia.edu/MeredithJones/Papers/761345/Media-Bodies_and_Photoshop> [11 March 2012]
Prosser, J. (1998) (ed.) Image-based Research: A sourcebook for qualitative researchers. London: Routledgefalmer
Pyett, P. M. (2003) ‘Validation of qualitative research in the “real world”’. Qualitative Health Research 13(8), 1170-1179
Razvi, M. (2010) Image-Based Research: Ethics of Photographic Evidence in Qualitative Research [online]. Available from <http://www.umsl.edu/continuinged/education/mwr2p06/pdfs/D/Razvi_Image-Based_Research.pdf> [10 March 2012]
Simco, N., Warin, J. (1997) ‘Validity in Image-Based Research: An Elaborated Illustration of the Issues’. British Educational Research Journal 23(5), 661-672
ii. Globally, the media has become a massive economic force, providing information to the public which they can access even easier. Taking most forms of media into account - particularly newspapers, television and the internet – the use of journalistic images is very important. As visual sociology, however, how useful is the journalistic image?
Similarly to image-based research, the validity and reliability of a journalistic image as visual sociology is a factor in its overall usefulness. While the image(s) does exhibit what occurred at that specific point in time, it can be manipulated to not represent actual happenings, not just by the individual taking the picture but also by the editors of media outlets who, in the case of those working for Rupert Murdoch, are self-censored by Murdoch’s decisions regarding what content is reported (Evans 1994).
It is not just the manipulation of the image which is problematic. The filtering of journalistic images by the receiver in a selective manner, according to their beliefs or point of view, formulates an ‘interpretive model’ (Halloran 1970). Though this is not such a problem looking back historically, it can affect an individual’s appraisal of media messages at that present time (Arck & Primack 2009: 54). This model may, again, affect the conduct of the individual taking the journalistic image. Recent examples of both manipulation and the ‘interpretive model’ can include the “anti-cuts” student protests - Guardian (2010b) visually shows the students protesting in a favourable image to coincide with the article 'Why I support the student protests'; while Guardian (2010a) exhibits the violent aspects of the demonstrations.
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| 10/11/10 http://www.guardian.co.uk/education/2010/nov/10/student-protest-fees-violent (Guardian 2010a) |
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| 22/11/10 http://www.guardian.co.uk/commentisfree/2010/nov/22/student-protests-lily-cole (Guardian 2010b) |
Here are 2 images from different reporters at The Guardian. These images convey different interpretations of the activities at these demonstrations in London 2010
Journalistic images are a very important source of information in helping to display possible ideals and events. Taking into account potential bias and the application of an ‘interpretive model’, however, it is difficult to utilise a journalistic image as visual sociology objectively and without any hindrance.
References:
Arck, E. T., Primack, B. A. (2009) ‘Quantifying media literacy: development, reliability, and validity of a new measure’. Educational Media International 46(1), 53-65
Evans, H. (1994) Good Times, Bad Times. Great Britain: Phoenix
Guardian (2010a) Student protest over fees turns violent [online]. Available from <http://www.guardian.co.uk/education/2010/nov/10/student-protest-fees-violent> [11 March 2012]
---. (2010b) Why I support the student protests [online]. Available from <http://www.guardian.co.uk/commentisfree/2010/nov/22/student-protests-lily-cole> [11 March 2012]
Halloran, J. (1970) The effects of television. St. Albans: Panther
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