Photovoice is a technique in which a facilitator guides a participant to produce a photograph and accompanying caption that reflects the participant\u27s unique views regarding a topic. The photovoice process is designed to be used with a wide range of audiences. This article describes ways Extension educators can incorporate photovoice into the evaluation of Extension programs and identifies issues they should consider when doing so

Keller, Kimberly J.M.

Mott, Rebecca

English

Clemson University: TigerPrints

Journal of Extension Volume 58 Number 5 Article 10 October 2020 Tips for Using Photovoice in Evaluation of Extension Programs Kimberly J.M. Keller University of Missouri Rebecca Mott University of Missouri Follow this and additional works at: https://tigerprints.clemson.edu/joe Recommended Citation Keller, K. J., & Mott, R. (2021). Tips for Using Photovoice in Evaluation of Extension Programs. Journal of Extension, 58(5). Retrieved from https://tigerprints.clemson.edu/joe/vol58/iss5/10 This Tools of the Trade is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. October 2020Volume 58Number 5Article #v58-5tt7Tools of the TradeTips for Using Photovoice in Evaluation of Extension ProgramsAbstractPhotovoice is a technique in which a facilitator guides a participant to produce a photograph and accompanyingcaption that reflects the participant's unique views regarding a topic. The photovoice process is designed to beused with a wide range of audiences. This article describes ways Extension educators can incorporate photovoiceinto the evaluation of Extension programs and identifies issues they should consider when doing so.Keywords: photovoice, evaluation, participatory, photo  IntroductionPhotovoice is a participatory action research process that allows participants to use pictures to convey theirstories (Wang & Burris, 1997). Photographs, combined with written and spoken language, are a powerfulcommunication tool that allows for more richness and depth than traditional survey methods (Wang & Burris,1997). Participatory approaches such as photovoice have been noted for their ability to help Extensioneducators address topics in an egalitarian manner across a variety of target audiences and content areas(Tritz, 2014).How Photovoice WorksIn a photovoice project, a facilitator provides a prompt or topic for participants to address in photos they take.Once participants have taken photos that reflect their experience of the prompt or topic, the facilitator guidesthem through a process to help them add captioning to communicate the meaning behind one or more of thepictures they took. Frequently used for this process is the SHOWeD model of questioning (Wang et al., 2004):S—What do we SEE in the photo?H—What is really HAPPENING?O—How does the story relate to OUR lives?W—WHY does this problem or strength exist? What are the root causes?E—How might we become EMPOWERED to improve the problem?Kimberly J. M.KellerAssistant ResearchProfessorRebecca MottAssistant ExtensionProfessorUniversity of MissouriD—What can we DO about it?The answers to these questions can become the photo captions themselves, or they can be used to helpparticipants develop more refined captions for their photos. The combination of photo and caption convey theperspective of the participant. Photovoice projects are frequently displayed in public or at a community event,often as a call to change or action. Additional information about designing and implementing a photovoiceproject is available in guidance from Latz (2017).How Photovoice Can Be Incorporated Into EvaluationWe have found photovoice to be effective as a technique for program evaluation. Photovoice can be used for avariety of evaluative processes within Extension.Formative and Process EvaluationPhotovoice can be used to address a number of formative and process evaluation questions. Some of theseare as follows:What issues do members of the community see as challenges to address?How does a particular segment within a community experience a phenomenon? What are uniqueopportunities for Extension to assist?What are the contexts in which community members will apply the concepts they learn through Extension?As participants are engaged in our programs, what clues can we learn from their pictures about the contentthat is most salient to them?What new knowledge or skills gained in a program have participants applied at home, in their businesses, oron their farms?Summative Evaluation—Evaluating Outcomes and ImpactIn situations where photovoice is incorporated as a program activity, participant photos and captions areartifacts that can be analyzed for understanding or demonstration of program content. Photovoice projectsalso can be conducted after participation in a program to document ways program participants implementedprogram content in their practices. This was a strategy used by Mott et al. (2017) in the evaluation of anAgrAbility project. Another project involved using photovoice in a "pre-post" design to document changes over6 years of a community health initiative (Kramer et al., 2013).In addition to questions centered on participants' experience of program outcomes, additional questions to beasked include these:Was a photovoice project successful in engaging community stakeholders in a photo display? Whatadditional community conversations or efforts were of interest?Tools of the Trade Tips for Using Photovoice in Evaluation of Extension Programs JOE 58(5)©2020 Extension Journal Inc. 1Did others in attendance, beyond the photovoice project participants, have similar experiences? How canthis information be used to move forward?In these examples, the photovoice project also can serve as baseline data for subsequent initiatives.BenefitsThe benefits of using photovoice are wide ranging. The techniqueprovides an opportunity for members of marginalized or underrepresented groups to have a voice,helps others understand lived experiences,allows participants to interact with others who may have similar experiences,removes literacy barriers,gives participants the power to choose whether or not to disclose differences,provides opportunities for growth through reflection,offers participants an opportunity to be heard and understood by people or organizations they might notencounter in everyday life,provides participants with an avenue to advocate for resources, andallows participants to advocate for policy change.ConsiderationsThe elements and issues listed below must be carefully considered when pursuing an evaluative photovoiceproject. Many such considerations involve offering opportunities to empower youths or volunteers, incorporateleadership development, and cultivate community partnerships.Equipment and Materials. Equipment is required to take photos (e.g., cell phone or camera), and a wayto display them, such as printed media or audiovisual equipment, is needed.Personnel. Personnel time is required to accomplish the tasks of organizing and facilitating sessions,assisting with caption writing, and arranging logistics for public displays of participant work. The amount oftime required is likely to be greater when working with youths or audiences with literacy challenges.Ethical Issues. Facilitators must be careful to allow participants' viewpoints to be reflected in their workrather than impose their own words. It is also imperative to have clear communication about expectationsregarding data ownership. These projects often require trust between participants and facilitators, especiallywhen working with vulnerable populations.Tools of the Trade Tips for Using Photovoice in Evaluation of Extension Programs JOE 58(5)©2020 Extension Journal Inc. 2Defined Protocol. It is easy to tailor the design of the photovoice project. It is helpful to use a consistentprotocol throughout a project that is implemented across multiple sites.Inclusivity. It is important to appropriately adapt photovoice processes and activities to be accessible andculturally inclusive.Stakeholder Expectations and Indicators of Success. What do stakeholders (including participants)view as success? What do they hope to accomplish through participating in the process? Asking thesequestions leads to conversations that are informative for evaluating group goals and expectations.Management of Team Differences. The photovoice process is designed to elicit a variety of participantviewpoints and experiences, which can generate powerful discussions.ConclusionPhotovoice is a useful tool to consider when evaluating a program because it can be used in a variety of ways.Extension educators can use photovoice to conduct a needs assessment, document a program's process orprogress, or elicit community reaction to a program. The captioned photos are artifacts that can serve asbaseline data for future efforts in the community. Although there are several considerations for Extensioneducators to deliberate, photovoice offers many benefits, especially in work with underrepresented audiences.Author NoteCorrespondence concerning this article should be addressed to Kimberly J. M. Keller. Email:kellerkj@missouri.eduReferencesKramer, L., Schwartz, P., Cheadle, A., & Rauzon, S. (2013). Using photovoice as a participatory evaluationtool in Kaiser Permanente's Community Health Initiative. Health Promotion Practice, 14(5), 686–694.Latz, A. O. (2017). Photovoice research in education and beyond: A practical guide from theory to exhibition.Routledge.Mott, R., Keller, K., & Funkenbusch, K. (2017). "Keep me doing what I love": A photovoice evaluation of theMissouri AgrAbility project. Journal of Agromedicine, 22(4), 425–431.Tritz, J. (2014). Participatory research: A tool for Extension educators. Journal of Extension, 52(4), Articlev52-4tt5. https://www.joe.org/joe/2014august/tt5.phpWang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needsassessment. Health Education & Behavior, 24(3), 369–387.Wang, C. C., Morrel-Samuels, S., Hutchison, P. M., Bell, L., & Pestronk, R. M. (2004). Flint photovoice:Community building among youths, adults, and policymakers. American Journal of Public Health, 94(6), 911–913.Tools of the Trade Tips for Using Photovoice in Evaluation of Extension Programs JOE 58(5)©2020 Extension Journal Inc. 3Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the propertyof the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational ortraining activities. Inclusion of articles in other publications, electronic sources, or systematic large-scaledistribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical SupportTools of the Trade Tips for Using Photovoice in Evaluation of Extension Programs JOE 58(5)©2020 Extension Journal Inc. 4

Tips for Using Photovoice in Evaluation of Extension Programs

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Tips for Using Photovoice in Evaluation of Extension Programs

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