581
season, helps them to adapt in addition to improving their livelihoods. Moreover,
the common focus throughout all stories was on improved food security and
improved livelihoods, specifically how increased cash income and purchases have
benefitted not only their own lives but also those of their families.
At the end of the day, the stories are anecdotal. Indeed, one researcher asked how
we can validate the information they contain. However, do we need to? The methodological approach as we used it relies on participants’ subjective interpretations.
Harper (2002) emphasises the phenomenological nature of such an approach.
Moreover, visual ethnographer Sarah Pink (2013) fully embraces a sensory approach
to elicitation but nevertheless questions the truthfulness of knowledge produced in
this manner. Participants used the platform to talk openly and share their stories, and
thus their own subjective realities. The 14 stories provide insight into the projects as
the beneficiaries see them and the meanings they attribute to their experiences. The
truths are theirs.
The image-based digital storytelling project was largely practice-led. What the
students learned through the classroom workshop was used immediately in the field.
This would not have been possible without the cooperation of all those involved,
that is, the institutions, students, beneficiaries and extension services, and highlights
that active cooperation among stakeholders within an innovative and engaging project can efficiently yield tangible results such as the image-based digital stories.
The LUANAR students’ motivation to take part in the project was high. Those
who became involved did not know what to expect at first but soon became engaged
with the methodology and were eager to use it in the field both in this project and in
their future studies (Songola 2017). As final year ADC students, they already had
previous experience with photography through a photojournalism course.
Nevertheless, neither students nor faculty members had experienced a hybrid
method such as this one to collect and disseminate information to farmers and other
stakeholders. LUANAR faculty members recognised the method’s value for relaying information to those who needed it the most. One Malawian colleague, who is
involved with agricultural extension communication education, enthusiastically
remarked that he had never encountered such an innovative and effective methodology and instantly saw its potential. The stories also stimulated discussion with
potential future partners such as farm radio on how they could utilise the stories in
agricultural extension broadcasts, further enhancing the cooperative nature of the
methodology. Furthermore, the method illustrated the potential of using relatively
simple digital tools within agricultural extension communication.
The students’ background in communication undoubtedly contributed to what
we perceived as being a successful project. Through short training, most students
became confident in applying their newly acquired skills and knowledge in the field.
Furthermore, previous experience in areas such as ethics helped; we discussed
issues including how to gain the farmers’ trust and how to best bring forth their
stories while adhering to ethical guidelines and without influencing the story content. Students were able to adapt, think, and act quickly, in order to gather data
efficiently since time was often of concern to the participants. Throughout the proDigital Storytelling as an Agricultural Extension Communication Tool in Smallholder…
season, helps them to adapt in addition to improving their livelihoods. Moreover,
the common focus throughout all stories was on improved food security and
improved livelihoods, specifically how increased cash income and purchases have
benefitted not only their own lives but also those of their families.
At the end of the day, the stories are anecdotal. Indeed, one researcher asked how
we can validate the information they contain. However, do we need to? The methodological approach as we used it relies on participants’ subjective interpretations.
Harper (2002) emphasises the phenomenological nature of such an approach.
Moreover, visual ethnographer Sarah Pink (2013) fully embraces a sensory approach
to elicitation but nevertheless questions the truthfulness of knowledge produced in
this manner. Participants used the platform to talk openly and share their stories, and
thus their own subjective realities. The 14 stories provide insight into the projects as
the beneficiaries see them and the meanings they attribute to their experiences. The
truths are theirs.
The image-based digital storytelling project was largely practice-led. What the
students learned through the classroom workshop was used immediately in the field.
This would not have been possible without the cooperation of all those involved,
that is, the institutions, students, beneficiaries and extension services, and highlights
that active cooperation among stakeholders within an innovative and engaging project can efficiently yield tangible results such as the image-based digital stories.
The LUANAR students’ motivation to take part in the project was high. Those
who became involved did not know what to expect at first but soon became engaged
with the methodology and were eager to use it in the field both in this project and in
their future studies (Songola 2017). As final year ADC students, they already had
previous experience with photography through a photojournalism course.
Nevertheless, neither students nor faculty members had experienced a hybrid
method such as this one to collect and disseminate information to farmers and other
stakeholders. LUANAR faculty members recognised the method’s value for relaying information to those who needed it the most. One Malawian colleague, who is
involved with agricultural extension communication education, enthusiastically
remarked that he had never encountered such an innovative and effective methodology and instantly saw its potential. The stories also stimulated discussion with
potential future partners such as farm radio on how they could utilise the stories in
agricultural extension broadcasts, further enhancing the cooperative nature of the
methodology. Furthermore, the method illustrated the potential of using relatively
simple digital tools within agricultural extension communication.
The students’ background in communication undoubtedly contributed to what
we perceived as being a successful project. Through short training, most students
became confident in applying their newly acquired skills and knowledge in the field.
Furthermore, previous experience in areas such as ethics helped; we discussed
issues including how to gain the farmers’ trust and how to best bring forth their
stories while adhering to ethical guidelines and without influencing the story content. Students were able to adapt, think, and act quickly, in order to gather data
efficiently since time was often of concern to the participants. Throughout the proDigital Storytelling as an Agricultural Extension Communication Tool in Smallholder…