Designs on Narrative: A Design-Based Method to Elicit Young People’s Narratives About Electronic Image-Sharing Issues and Interventions
Young people’s perspectives on their electronic image-sharing practices, its consequences and ‘solutions’, are needed to create effective and sustainable interventions to address negative outcomes of this behaviour, such as when images are used to facilitate cyberbullying. The aim of this chapter is to describe and reflect upon the structure and process of a qualitative design-based narrative knowledge production method piloted as part of a larger mixed-methods investigation into young people’s electronic image-sharing experiences. The method: Sixty-eight Year 8/9 students in Perth, Australia, worked in groups to complete an adapted Design Thinking process, designing mobile apps that embodied their recommendations for addressing the electronic image-sharing issues they deemed most important. While the scale of the project demanded expertise in terms of structuring, training and implementation, the narrative structure innate to the Design Thinking process offered an integrated picture of electronic image-sharing problems and their related solutions from young people’s perspectives.
- Andrews, M., Squire, C., & Tamboukou, M. (2013). Introduction: What is narrative research? In C. Squire, M. Andrews, & M. Tamboukou (Eds.), Doing narrative research (pp. 1–26). SAGE Publications, Ltd.Google Scholar
- Australian Communications and Media Authority (ACMA). (2016). Aussie teens and kids online. Research snapshot. Retrieved from https://www.acma.gov.au.
- Australian Public Service Commission. (2007). Tackling wicked problems: A public policy perspective. Commonwealth of Australia. https://doi.org/10.4324/9781849776530.
- Barnes, A., Cross, D., Knight, S., Patterson, L., Burkett, M., Cardoso, P., … Hawk, D. (in submission). Digital image-sharing among young people: A review. Adolescent Research Review.Google Scholar
- Conklin, J. (2006). Dialogue mapping: Building shared understanding of wicked problems. Chichester, West Sussex: Wiley.Google Scholar
- De Fina, A. (2013). Positioning level 3: Connecting local identity displays to macro social processes. Narrative Inquiry, 23(1).Google Scholar
- Georgakopoulou, A. (2007). Small stories, interaction and identities.Google Scholar
- Harris, J., Brown, V. A., & Russell, J. (2010). Tackling wicked problems: Through the transdisciplinary imagination (T. and Francis ed.). London: Earthscan.Google Scholar
- Higginbottom, G., & Liamputtong, P. (2015). Participatory qualitative research methodologies in health. Sage Publishing.Google Scholar
- Kueh, C., & Thom, R. (2018). Visual tools for developing student capacity for cross-disciplinary collaboration, innovation and entrepreneurship. In S. Griffith, K. Carruthers, & M. Bliemel (Eds.), Visual tools for developing student capacity for cross-disciplinary collaboration, innovation and entrepreneurship. Champaign: Common Ground Publishing.Google Scholar
- Mitchell, A., Patrick, K., Heywood, W., Blackman, P., & Pitts, M. (2014). 5th National Survey of Australian Secondary Students and Sexual Health 2013, (ARCSHS Monograph Series No.97). Melbourne, Australia.Google Scholar
- Reed, K. P., Cooper, R. L., Nugent, W. R., Russell, K., Reed, K. P., Cooper, R. L., …, Russell, K. (2016). Cyberbullying: A literature review of its relationship to adolescent depression and current intervention strategies. Journal of Human Behavior in the Social Environment, 26(1), 37–45. https://doi.org/10.1080/10911359.2015.1059165.CrossRefGoogle Scholar
- Roberts, N. (2000). Coping with wicked problems. California: Monterey.Google Scholar
- Technology Strategy Board, & UK Design Council. (2005). Design methods for developing services.Google Scholar
- Telethon Kids Institute. (2016). Students leading change to reduce sexting-related harm to young people. Final Report to Healthyway, Perth, Western Australia.Google Scholar