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The purpose of the paper is to explore the methodological dimensions and potential of photo‐elicitation, particularly as a historical research tool for archival, oral and critical accounting, and management historians.

The analysis draws upon the methodological, theoretical and empirical literatures of visual anthropology, visual sociology, visual ethnography, oral history, and visual research methods and develops a methodological agenda for photo‐elicitation research in accounting and management history.

It reveals the potential for contextualised, interpretive and critical discovery in accounting and management history. The prospect of peeling back of hidden layers and voices is significantly enhanced by the introduction of photo‐elicitation, which offers empowerment not only through the visual triggering of memory but through the negotiation and construction of images themselves.

The prospect of more direct access to organisational and personal experience and context is accompanied by new understandings of multiple voices and fresh narratives. Together, these promise potential insights from the particular to the societal.

Pictures are routinely identified as possible sources for researching history yet they are widely either neglected or underused. This article explores the use of pictorial materials, in particular photographs, in historical analysis. It describes some common, or standard, uses of photographs in historical writing, and critically discusses them. It identifies and examines methodological and ethical issues in using photographs as evidence. And it draws on a current project which is using a rich body of photographs as an integral part of its analysis of the history of one educational institution to explore these issues

Students in all content areas are almost exclusively presented with text-based instruction that starkly contrasts their experiences outside a classroom. With the advent of sophisticated technologies unknown to earlier generations, modern students are evermore immersed in visual data such as photographs, videos, games, apps. Visual media comprise many of the resources that adolescents use to negotiate understandings of the world. Many teachers and teacher-educators suggest that civic competence requires meeting powerful media with equally powerful analysis tools. In this, the first of two coupled articles — the second to be published in the July issue of Social Studies Research and Practice — I describe the educative potential of employing visual documents, especially historical photographs, in social studies instruction and refer to implications drawn from recent research studies. I also introduce an original lesson demonstrating wise practice teaching strategies for implementing historical photographs in classroom instruction to promote students’ civic competence. The second coupled article will extend the wise practice teaching strategies and feature all of the resources needed to enact the lesson and provide closure to the ideas posited throughout both articles.

The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues.

The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities.

The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics.

Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

In this space I complement an article published earlier in Social Studies Research and Practice 8(1), 2012 by providing a wise practice lesson and its ancillary materials. As sophisticated technologies continue to immerse modern students in potent visual data, teachers should help students develop equally potent visual literacy skills. Students who are more visually literate are better prepared to evaluate the visual messages surrounding them and act, not in rote-response visual stimuli, but rather according to their well-informed conscience. The lesson shared here demonstrates the educative potential of employing visual documents, historical photographs, in an inquiry-based approach to social studies instruction. Together, the coupled articles present a pragmatic example of academic research informing classroom practice in meaningful ways to promote students’ civic competence.

To present a case study of a digital initiative for cartographic materials in order to provide a reference for other institutions embarking on similar projects.

Describes the technical and practical details of the processes involved in georeferencing and providing online access to scanned aerial photographs.

In the short time that the site has been live, the Map Library has already seen a marked increase in reference queries from both local and national users.

From a practical standpoint, the project would not have been a success without collaboration between map, metadata, and systems librarians.

To date, little has been published about digital initiatives projects providing online access to historical aerial photographs, a distinct and complex subset of cartographic materials. It is hoped that this case study will allow other institutions to learn from the approach and experience of the University of Colorado at Boulder Libraries.

To provide the results of research to evaluate the usability of a University of Colorado at Boulder Libraries digital initiatives project that provides online access to historical Aerial Photographs of Colorado.

This paper describes usability testing conducted as a part of a user‐centered redesign. The three stages of the evaluation – a requirements analysis, a heuristic evaluation, and user testing – are explained and the findings are discussed.

The usability testing revealed the needs of the project's target user group and identified issues with the interface that will be addressed in its redesign. It has also contributed to the larger understanding of how researchers use digital Aerial Photographs and their preferred methods of access and desired functionalities.

Results from the study will be used to guide the redesign of the Aerial Photographs of Colorado digital library and can be generalized to add to a broader understanding of the usability requirements for a digital library of geospatial materials. Libraries providing a digital collection of geospatial materials may use these findings to inform design decisions.

Much research has been done on the use and evaluation of digital libraries, but few articles have reported on usability studies of online collections of cartographic materials similar in structure to Aerial Photographs of Colorado. It is hoped that these findings will be instructive to librarians designing and evaluating similar digital libraries.

Within the past ten years Canada has experienced a renewed interest in its architectural past. Whether part of an international trend toward architectural conservation (witness European Architectural Heritage Year, 1976), or part of a general reappraisal of all things Canadian and the development of a sense of nationalism, or the realization, painful as it may be, that the character of the urban landscape is quickly losing its familiar character, this renewed interest in our architectural heritage has surfaced, and is manifesting its presence in many ways. To any who would doubt the existence of a Canadian architectural heritage, or would quarrel with its worth, one has only to turn to Alan Gowans' prefatory remarks to his Building Canada: An Architectural History of Canadian Life:

Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic language and concepts comprehensible for English language learners (ELLs). Visuals may be the key to effective social studies instruction for this student population. Images can be located and obtained easily through the Internet, meshing well with the learning styles of today’s adolescents. This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

The purpose of this paper is to critically evaluate Professor Lee D. Parker's call for the use of photo‐elicitation (P‐E) in qualitative accounting and management research projects.

This paper reviews relevant literature and previous P‐E‐based studies, discusses Professor Parker's paper in detail, and describes the strengths, concerns, and opportunities of P‐E research.

This paper identifies the unique complexities that P‐E‐based research engenders and alerts researchers to the fact that P‐E may not be the most appropriate method when research questions are primarily concerned with uncovering the ethnography of institutions rather than the perceptions of informants. It concludes that while opportunities for P‐E research abound, researchers must be certain that P‐E is the most appropriate method to generate data.

This paper examines an under‐researched procedure, identifies relevant related studies, and should help intending and existing scholars to evaluate the procedure.