ABSTRACT
There is much to consider when planning for the use of video-stimulated interviews, including the interplay that exists between reflection, participant agency, and the facilitation of knowledge building. Drawing on two studies, spanning three contexts (caregivers-as-educators; cross-sector (pre-school and primary school); and researcher-educator), we illustrate that acknowledgement of agency can be useful in considering how researchers may facilitate or restrict reflection, and the potential for knowledge building when planning for/generating data. The studies are framed around the social practice of adult-child shared reading, with video recordings of this practice acting as catalysts to stimulate discussion between participants and researchers.
