Research Output per year
Visual Methods of Research is my area of expertise and the core of the qualitative work I have developed for several research projects, including my PhD, for which I worked with transnational families and looked at how they incorporate photography in everyday routines. Working with transnational families has allowed me to address media practices in the contexts of migration, kinship and intimacy. These themes are also present in my visual practice, for example through my contribution towards “Reversality: An artistic investigation into social identities”, published by Global Mission of Art (GMOA) and UNHCR.
In addition to Photography and Visual Research Methods, I have extensive knowledge of German Media Studies/Medienwissenschaft, as I obtained my M.A at Ruhr University Bochum. Through the programme there I also became very familiar with Avant-Garde cinema, especially from the former Eastern Bloc; as well as with Gender (Mis)Representation in Mass-Media, particularly Porn Studies (which is an area that I would like to explore further in the future). With this background in mind it should be clear that I am deeply fascinated by new and overlapping academic research areas within Photography and Media, as well as innovative practical photographic processes, all of which I hold as necessarily interdisciplinary and collaborative.
The need for interdisciplinary and transdisciplinary research is essential in order to address complex phenomena of our increasingly mediated, everyday world today. Sub-disciplines combining conceptual and methodological approaches emerge and collaborative work between them is not only productive and beneficial but wholly necessary. In the media studies field there is a (re)turn towards the non-media centric perspective. It is my aim to continue contributing to the development of this line of thought.
- Phatic Communication
- Photographic Practices
- Media Practices
- Visual Research Methods
- Visual Sociology
- (Visual) Narrative Research
- Ethics of (Visual) Research
- Visual Literacy
Approach to teaching
Teaching in Higher Education demands the ability to communicate complex ideas clearly and in a way that supports students’ learning. For me, crafting inclusive learning spaces that foster students’ engagement is a pillar structuring a careful curation of verbal, audio-visual and e-learning materials for my teaching.
Primarily, I teach on three undergraduate degrees (Media Studies, Media and Environmental Communication, Media, Industry and Innovation). At time, I also teach in Film and Screen Studies and in the MA Programme Media, Culture and Society.
This teaching demands both particular expertise as well as an understanding of formal differences at degree level learning outcomes and an appreciation of implicit variations in training and expectations amongst degree cohorts. Inclusivity and diversity are at the heart of how I approach teaching and learning, including making reasonable adjustments as part of Learning Support Plans. In practice, this means working with different assessment types, as well as modes of delivery, by default, as well as making a conscious effort to understand students’ perspectives in terms of their level and course. Teaching materials and practices I regularly employ include: accessible slides, making study materials available in Studentcentral prior to lectures, use of hand-outs and worksheets where appropriate, teaching and learning technologies that enhance inclusivity (such as Nearpod, Lego Serious Play and Post-Its).
As course leader of Media and Environmental Communication BA (Hons), I’m managing learning, teaching and admin resources – including networking, liaison and organization of colleagues teaching modules - across two schools as the degree is the result of close collaboration and exchange among the School of Media and the School of Environment and Technology. It is my priority to make sure that students’ voices are heard, respected and their feedback employed to improve the course.
My international academic trajectory (Spain, Germany, Ireland, UK) has allowed me to build a wide and well populated scholarly network, which is fundamental for my research and teaching practices. Exchanges and collaborations with peers across the world are incorporated into my teaching practices, for example in modules LM244 Visual Cultures, LM216 Photographic Practices and LM341 Celebrity Media, where de-colonial perspectives structure the module, from reading lists to delivery. Furthermore, all my teaching and learning materials are organised in accordance with recommendations under the Athena SWAN Charter, in order to foster inclusivity and equity in Higher Education, i.e. lecture slides designed to cater for an array of learners.
International Collaborator, University of Jyväskylä1 Feb 2019 → 1 Feb 2022
International Collaborator1 Feb 2018 → 1 Feb 2021
- TR Photography
- HQ The family. Marriage. Woman
Research output: Non-textual output › Exhibition › Research
Research output: Contribution to journal › Article › Research
(Digital) Photography, Experience and Space in Transnational Families. A Case Study of Spanish-Irish Families living in IrelandPrieto Blanco, P., 25 May 2016, Digital Photography and Everyday Life: Empirical Studies on Material Visual Practices. Gomez-Cruz, E. & Lehmuskallio, A. (eds.). New York, p. 122-141 20 p. (Studies in European Communication Research and Education).
Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › Research › peer-review
Research output: Contribution to journal › Article › Research › peer-review
Research output: Contribution to journal › Editorial › Research
Activities per year
Activity: Events › Event