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The purpose of this paper is to report the results of an industry-funded qualitative interdisciplinary research project that has produced a new approach to motorway noise management called “noise transformation”.

Four iterative design tests guided by listening as methodology. These included field recordings, laboratory tests and two field tests. Field tests were conducted in combination with ethnographers, who verified community responses to field-based transformations.

Transformation requires an audible perception of both background and introduced sounds in all instances. Transformation creates a 1–2 dB increase in background sound levels, making it counterintuitive to traditional noise attenuation approaches. Noise transformation is an electroacoustic soundscape design method that treats noise as a “design material”. When listening to motorway noise transformations, participants were actually experiencing another rendering of a sound that they had already acquired a degree of attunement to. Thus, they experienced transformations as somehow familiar or normal and easy to feel comfortable with.

Noise transformation is a new approach to noise management. Typically, noise management focusses on reduction in dB levels. Noise transformation focusses on changing the perceptual impact of noise to make it less annoying. It brings together urban design, composition and ethnography as a means to think about the future design of outdoor environments affected by motorway traffic noise, and should be of interests to planners, designers and artists. The authors have structured the paper around listening as methodology, through which both design and ethnography outcomes were achieved.

This article reflects on the adaption of Sarah Pink's video re-enactment methodology for exploring children's out-of-school lifeworlds.

Video re-enactments originate in the work of Sarah Pink who developed the methodology to study everyday routines, including activities associated with people's energy consumption at home. This article discusses the adaption of this methodology for exploring 9–10-year-old children's out-of-school lifeworlds in their homes in the global cities of Hong Kong, Melbourne and Singapore.

The article reflects on the practical ways in which the video re-enactment methodology was adapted to explore children's out-of-school activities in the three different locations. In terms of activities, the findings highlight that children's out-of-school lifeworlds included regular routines across a week that contribute to and constitute their everyday activities, with varying time spent on leisure, homework and scheduled activities.

The authors discuss and reflect on the implications of adapting a methodology in order to make it relevant and innovative in a new research context. The use of video re-enactments with children to explore their out-of-school activities gives greater insights into their lifeworlds and their engagement in various activities and the opportunity for children to reflect on their everyday lives.

Pat Allatt is Professor Emeritus of Sociology at the University of Teesside, U.K.Tim Dant is Senior Lecturer in Sociology at the University of East Anglia, U.K.Carolyn Dixon is a researcher and an independent artist.John Donnelly is Senior Lecturer in the Sociology and Criminology Division at the University of Northumbria, U.K.Alan Felstead is Professor of Employment Studies at the Centre for Labour Market Studies at the University of Leicester, U.K.Barbara Harrison is Professor of Sociology at the University of East London, U.K.Rosalind Hurworth is Director of the Centre for Program Evaluation within the Faculty of Education at the University of Melbourne, Australia.Nick Jewson is Senior Lecturer at the Centre for Labour Market Studies at the University of Leicester, U.K.John Martin is Principal Lecturer in Economic and Social History at De Montfort University, U.K.Ruth Martin was the Research Assistant for the “Asian Leicester” project.Sarah Pink is Senior Lecturer in the Department of Social Sciences at the University of Loughborough, U.K.Christopher Pole is a Reader in the Department of Sociology at the University of Leicester, U.K.Andrea Raggl is a Research Assistant in the Department of Teacher Education and School Research at the University of Innsbruck, Austria.Michael Schratz is Professor of Education at the Department of Teacher Education and School Research of the University of Innsbruck, Austria.Matt Smith is a Lecturer in the Sociology and Criminology Division at the University of Northumbria, U.K.Sally Walters is a Research Fellow at the Centre for Labour Market Studies at the University of Leicester, U.K.

The purpose of this paper is to consider how researcher positionality is reconfigured by internet use.

Drawing on recent ethnographic studies conducted in Australia and Canada, the paper considers here how participant agency is symbolically and materially enacted through technology use.

The use of information communication technologies by researchers, research participants and industry partners in online information searching, and the production and dissemination of text poses challenges to conventional assumptions of unequal power relations in research sites.

The paper explores methodological, theoretical and practical implications of being a Googled ethnographer whose life, work, professional activities and networks as represented online are available for public scrutiny.

The paper argues, taking inspiration from Sarah Pink's recent work, that the author's and others’ use of information and communication technologies implicates us in shared “entanglements” of responsibility within and beyond research sites. The importance of these entanglements for contemporary thinking about researcher positionality, research relationships and researched/researching subjectivities is also considered.

Visual ethnographic methods are increasingly popular in social science research. Much has been published on their design and use (e.g. Banks, 2001; Pink, 2001; van Leeuwen & Jewitt, 2001). Yet little has been written on using video in in-depth interviews, or how such video-interviews might differ from tape-recorded interviews. In this chapter I discuss the video interview, as developed in my research about gender in the sensory home,¹ to reflect on the nature of the ethnographic knowledge about everyday life and experience this method produces. I focus particularly on informants’ uses of narrative as a vehicle for self-representation that reveals and conceals. Video invites informants to produce narratives that interweave visual and verbal representation. In doing so they reference familiar everyday narratives and practices that are in part visual. Here I discuss how three narratives – which I shall call the “Hello magazine,” “estate agent” and “self-analysis” narratives – were developed in an audiovisual research context.²

This research article presents an exploratory case study of the sociotechnical landscape of BookTok, and how young people use it to connect with others around the books they love, or those they love to hate. By observing the interplay between young people, books, and the technology (TikTok) that connects them, this study aims to explore how blending analog and digital media tools makes reading social and fun.

The authors selected three bestsellers available in English and Danish, and BookTokers who made related videos. This study used a qualitative, ethnographic (Pink, 2021) approach to explore interactions on the app. Inductive coding (Saldaña, 2021) helped the authors identify themes, and connect to areas of inquiry.

During the pandemic, TikTok and BookTok offered young people opportunities for reading engagement in social, bookish communities by using technology to promote reading in print. In doing so, their actions made reading and being a reader highly entertaining.

As an exploratory case study, this research is not generalizable. But the findings will apply to future work on reading, publishing, and connected learning in a sociotechnical landscape.

BookTok connects print and digital formats, offering innovative possibilities for young people’s connected learning and reading promotion in schools and libraries.

Because TikTok is a relatively new tool, and its sub-community BookTok became popular during the COVID-19 pandemic, research on this topic is still in its earliest stages.

By integrating diverse data sources, we aim to provide a nuanced understanding of the children’s experiences, perspectives and social interactions.

This article describes the development and application of a novel mixed-method approach to researching children’s lifeworlds. The study employs a combination of qualitative interviews, observational techniques and quantitative measures to comprehensively explore the multifaceted aspects of children’s lifeworlds.

Our findings contribute to the growing body of knowledge in childhood studies and inform the design of more responsive and contextually relevant interventions for the well-being of children in various settings.

No research limitations or implications were evident in this research.

This article has demonstrated an innovative approach to investigate children’s lifeworlds through integrating qualitative interviews, observation methods and qualitative measures. Through this comprehensive approach, it provided the means to delve into the intricate dimensions of children’s lifeworlds.