Engaging Images for Research, Pedagogy, and Practice ed. by Bridget Turner Kelly and Carrie A. Kortegast (review)

In Engaging Images for Research, Pedagogy, and Practice, Bridget Turner Kelly and Carrie A. Kortegast brought together a collection of essays that contribute to the scope of research on utilizing visual methods within higher education-based pedagogy and programming. Additionally, this anthology contributes to the broader context of implementing the use of technology within the fields of student affairs and teaching in higher education. According to the text, the term visual methods encompasses multiple education-and technology-based practices that utilize images and is said to contribute to "human sense-making" in that it "challenge[s] spoken or written texts by offering uniquely rich vantage points" that may not be as effectively shared through words (p. 44). A few of the specific visual-based practices reviewed in this book include photo elicitation, which is "a method of interviewing that involves the use of images, researcher-or participant-generated photos, archival photos, or advertisements during the interview process to elicit information from respondents" (p. 18), photovoice, which is an extension of photo elicitation in the use of photos that are participant-generated and serve "as a catalyst for dialogue" from the participant's own voice and perspective (p. 20), and digital visualization, which "centers on providing the technological tools, insights, and assistance students might require" when navigating visual-based projects (p. 129).

The organization of the book is reflected in its title; the 14 chapters are divided into three sections that explore visual methods through the following lenses: research, pedagogy, and practice. Each chapter provides readers with specific examples from the visual-based experiences of other educators, [End Page E-23] whether through research, their classroom assignments and discussions, or the student affairs programs they lead on campus.

Overall, this anthology is structured to accomplish two important purposes: (1) informing readers on the definitions and developments of different types of visual methods, and (2) providing examples of ways in which educators have incorporated visual methods in their classes and programs, allowing students to benefit from them. The research and content published in this anthology advance contributions to various fields, including arts-based educational research and inquiry, media-or technology-based pedagogies, visual sociology, learning styles and strategies, student development theory, multiculturalism within higher education, and areas related to student engagement and identity development. Given that visual methods are known to evoke deep learning opportunities that have been focused on campus climate, cultural studies, students' personal values and meaning-making, as well as social justice, these essays also reflect the contributions that have been made to the fields of anthropology and sociology.

Some chapters refer to a limited amount of research on the usefulness of visual methods in higher education practices. There are published works and entire academic journals that contribute to the study of the effective uses of images and other visuals (e.g., film, video, symbols) in learning and meaning-making processes; however, there is not always a specific focus on higher education settings. Visual Studies, Visual Communication, and the Journal of Visual Culture are three journals that focus on the generation and use of visuals for the purpose of communicating, interpreting, and learning across a wide range of settings and disciplines. Publications mainly contribute to human development and psychology, organizational or community-based culture studies, and arts-based research and pedagogy. The recent research included in Kelly and Kortegast's anthology aligns with much of the existing research—specifically in the emphasis that arts-based, participant-generated visuals communicate unique perspectives and support rich learning experiences. Additionally, previous research on visual methods tend to include studies on visual methods of every form—photos, images, videos, film, art, symbols, settings, and so on. The two unique attributes within Kelly and Kortegast's anthology include (1) a specific focus on the use of images, which is (2) centered solely within the context of higher education. Denton, Kortegast, and Miller (Chapter...