Kath Albury @KathAlbury
continues our edition of ‘The Person in the (Big) Data‘ by talking about her research into young people and sexting. Instead of educating those who worked with young people about social media and the digital, Kath developed an innovative Selfie Workshop with colleagues where she got participants to produce and reflect on their own selfies through the lens of introductory media theory. Instead of telling educators about sexting and social media representation, Kath facilitated an experience in which they would be directly involved. This kind of embodied learning is a wonderful way of generating new data about the social implications of mediation and offers the opportunity to engage directly to empower the community under study.
Having undertaken a range of research investigations into ‘hot button’ issues such as Australian pornography producers and consumers, young people’s use of social media for sexual health information, young people’s responses to sexting, and selfie cultures, I am regularly invited to address sexual health promotion professionals (including clinical staff and teachers) seeking to better understand ‘what media does to young people’.
In the process, I have become increasing concerned that while online and mobile media practices are now ubiquitous (if not universal) elements of young Australians’ everyday sexual cultures, many sexuality education and health promotion professionals seem to have had little (or no) access to foundational training in media and communications technologies and practices.
Consequently, the Rethinking Media and Sexuality Education project sought to investigate the desirability and utility of providing sexuality educators and health promotion professionals with an introduction to the theoretical and methodological frameworks underpinning my research on media and sexuality.
Rather than discussing young people’s media practices directly, I shared some frameworks for thinking critically about media, gender and sexuality without seeking to quantify ‘impact’ or ‘effects’, and invited participation in a series of exercises adapted from the Selfie Course, with the aim of offering a prototype toolkit that might be applied across different professional settings and contexts.
How do selfies communicate a desire for intimacy? Participants in the Selfie Workshop are tasked with creating selfies for different audiences and contexts. (Pic used with permission from creator.)
The workshop introduced participants to a range of media theories (including Stuart Hall’s ‘encoding/decoding’ model ), followed by hands-on exercises drawn from the Selfie Course, particularly the Sexuality, dating and gender module, which I co-authored with colleagues Fatima Aziz and Magdalena Olszanowski. In the context of the Rethinking Media workshop, I briefly acknowledged the stereotypical ‘duckface selfie’, then moved on to introduce other selfie genres that were clearly read as an expression of ‘identity’, without revealing the photographer’s face. These the pelfie (a pet selfie), a range of body part selfies (such as the foot selfie, aka felfie), and the shelfie – a self-portrait featuring the contents of the photographer’s bookshelf.
The first activity was adapted from ‘The Faceless Selfie’ which my Selfie Researcher Network colleagues and I described as an exercise exploring the ways that “people navigate the ubiquity of online surveillance while simultaneously wishing to connect with others on social media sites”. This activity invites participants to use their own mobile phones to create a selfie that their friends or family would definitely recognise as them, without showing their faces.Read More… Thinking with selfies