VIA's visual voices: the awareness of a dedicated audience for voices in patient video narratives

Richard Chalfen; Laura Sherman; Michael Rich (2010). Visual Studies, 25: 3, 201 — 209. doi: 10.1080/1472586X.2010.523271

First the authors examine the concept of ‘voice’ in one
model of participant media research (PMR) giving special
attention to parallel variables of hearing, begging questions
about the ‘listening’ component of any communication
process. Second, they describe the use of a research
programme entitled Video Intervention/Prevention
Assessment (VIA) and a series of ongoing video narrative
projects with chronically ill young people at Children’s
Hospital Boston. Young people were asked to show how
they see their own illness-centred lives by using videocam
technology. Third, ‘visual voices’ as found on the videotape
results are examined through Thompson’s five kinds of
voice used by participants living with spina bifida, cystic
fibrosis and, in one case, obesity. We conclude that
knowledge and anticipation of what we have termed
‘a dedicated audience’ is one of the primary variables
in the elicitation of voice and the overall value of
participant media research.


Describing their approach to research as participant media research, in which participants (patients with chronic illness) record themselves in front of a video camera for several weeks once a day, the authors concluded that the patient narratives reveal the complexity of voice. Further they argued that a "dedicated audience" makes such voice more recognizable through the PMR. Stressing the importance of listeners and viewer in PMR, they argued:

"We conclude that knowledge and anticipation of
what we have termed ‘a dedicated audience’ is one of the
primary variables in the success of participant media
research. We found that patients are especially enthusiastic
about engaging in participatory media research when they
sense a concerned audience awaits their tele-presence.
Participants develop an altruistic spirit and tone based on
knowing that ‘my’ knowledge, often grounded in ‘my’
personal life experience, is important and valuable to others
and to the potential improvement of personal care, medical
treatment and even survival." (p. 209).

** Mitchell (2008) South African Journal of Education Vol 28:365-383
"Getting the picture and changing the picture: visual
methodologies and educational research in South Africa"

She also similarly argued that "Visual images are particularly appropriate to drawing in the participants themselves as central to the interpretive process." (p. 374) because of its enhanced accessibility.