Authors: Jessica Jacobs*, Queen Mary University of London
Topics: Cultural Geography, Communication, Higher Education
Keywords: Film, visual methods, teaching, visual essays, cinema
Session Type: Paper
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The use of video is not only rapidly transforming the way geographers carry out research and teaching, it is also opening up new possibilities for us to presenting our findings to an audience beyond the academy. These changes have permeated all levels of teaching and research practice leading to urgent calls within the discipline to pay more attention to our media literacy (Lukinbeal 2014) and approach video as more than a visual method (Jacobs 2015). While this has led to a growing interest in the way that filmmaking itself is changing the relationship between researcher and participant, it also raises new challenges in terms of measuring how audiences engage with geographical films. When geographers use or produce video for teaching or presenting their research, how can we measure and assess its impact - what kind of engagement is taking place with the audience and what tools are available to help us find out.
This paper aims to explore ways in which we can improve our media literacy so that we are better able to set students film visual essays and better understand what happens when we use films as a form of public engagement. It will explore the interconnections between the production of digital film and video and its reception as a form of geographical teaching tool.