Talking Stick - March/April 2019 - 40

SPECIAL FOCUS

After this storytelling phase, we asked
them if there were any missed images
that they wished they could have captured. For this study, each participant
had at least one missed image. For
instance, one student said he wished
he had taken a picture of a fast-food
restaurant on campus, since he spent
much of his time there. We represented
these missed images by writing a word
for the missed image on a Post-it note.
After all missed images had been
accounted for, the sorting task began.
We asked the participant to categorize
their images (including the missed
image Post-its) into piles representing
an overarching theme. Some of the
piles were labeled "friends," "campus,"
or "family." In the next step, the triad
task, we removed the missed image
Post-it notes from the pile. Then we
mixed up the images and selected

three at random, placed them in front
of the participant, and asked them to
select two images that were most similar to each other but different from
the third. We then asked them about
the similarities and differences. After
the triad task, we moved on to a step
called expand the frame. We selected
an image at random (it could be the
same images used in a prior step) and
presented it to the participant. We then
asked them to imagine that the image
was a window and asked them to
explain what was going on just beyond
the borders of the image. Participants
were encouraged to include sights,
sounds, smells, etc. (see image 1.0).
For the next step we set the pile
of images to the side and began the
sensory image step. We asked participants to describe their residence
hall experience through sensory

metaphors by completing the following sentences: living in the residence
halls smells like . . . ?; living in the residence halls sounds like . . . ?; living in
the residence halls tastes like . . . ?; and
living in the residence halls feels like
(tactile sensation) . . . ? We then asked
them to share the opposite sensory
metaphor associated with living in
the residence halls: living in the
residence halls doesn't smell like . . . ?;
living in the residence halls doesn't
sound like . . . ?; living in the residence halls doesn't taste like . . . ?;
and living in the residence halls
doesn't feel like . . . ? After recording
their responses, we asked them to explore the connections between living
on campus and the sensory image
they selected.
 CONTINUES  62

THE ZMET ALLOWS . . . MULTIPLE NARRATIVES TO EMERGE
SIMULTANEOUSLY AND SHOWS HOW THEY STAND INDIVIDUALLY OR
MESH TOGETHER INTO A LARGER STORY OF LIFE ON CAMPUS.

40

IMAGE 3.0

IMAGE 4.0

Along with their construct maps, each student was asked
to create a brief glossary that included definitions of all
the terms of the construct map.

We reviewed each student's construct glossary, during this comparison, to
ensure that constructs matched before we placed them on the Aggregate
Construct Map.

TALKING STICK
Talking Stick - March/April 2019

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