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The essay studies the introduction and use of audio-visual media in contemporary Swedish courtroom praxis and how this affects social interaction and the constitution of judicial space. The background to the study is the increasing use of video technology in law courts during the last decennium, and in particular the reformed trial code regulating court proceedings introduced in Sweden in 2008. The reform is called A Modern Trial (En modernare rättegång, Proposition 2004/05:131). An important innovation is that testimonies in lower level court proceedings now are video recorded and, in case of an appeal trial, then are screened in the appellate court. The study of social interaction and the constitution of judicial space in the essay is based in part on an ethnographic study of the Stockholm appellate court (Svea hovrätt) conducted in the fall 2010; in part on a study of the preparatory works to the legal reform; and in part on research on how media technology affects social interaction and the constitution of space and place.

A new measuring system for three‐dimensional video recording is described, together with its application and possibilities in investigating dynamic working zones in garment manufacturing processes, employing a kinematic method. A video recording can be processed as a series of static frames or as a dynamic series of recordings, employing a system for video recording and storing the recordings from three planes (ground plane, side view and frontal representation of a workplace). Static zones are created by movements of levels one to four, while dynamic zones are created with the help of the whole body, using movements of levels five and six. Processing is done using a contemporary computerised system, software for processing video recording and software for image processing. The new measuring system presented works together with the measuring system for the processing parameters of garment sewing operations, and enables the investigator to work on movement cyclograms and dynamic workingzones, depending on the processing parameters,operation structure and workplace designing.Results obtained relevant for the investigations in garment engineering processes are described, with the emphasis on work study and workplace designing in the garment industry – the need to measure spatial values (angles, distances, dimensions etc.), temporal values (duration of the movements, movement trajectories, acceleration etc.). The process ofcreating a cyclogram for the graphic presentation of movements is also presented.

The author argues for the use of unedited, fixed-camera-position video footage in relationally responsive research grounded in Bakhtinian dialogic theory. The purpose of this paper is to offer an empirical example of such a use, and shows how this contrasts with an ethnomethodological interactionist use of similar types of video footage.

The empirical material is taken from an ethnographic study of a project group in the UK, in which video is used alongside other data during the fieldwork period.

The author proposes that the audio-visual detail of social interaction and the sense of experiential immersion upon re-viewing can provide a “talking back” dialogic potential for video recordings, that helps to show multiple narratives in social interaction other than the researcher’s original interpretation, and that points to new ways to engage with research participants.

The paper focuses specifically on unedited video footage that is generated through fixed-camera positions. It is also limited to the ethnographic fieldwork period rather than the textual practices of writing up research.

The purpose and positioning of unedited, fixed-camera-position video footage in the empirical study is contrasted with other research approaches to video. Through this contrast, the paper offers methodological support for a way of using such footage which brings out a range of voices and alternative perspectives on social interaction.

The paper contributes to the methodological literature by discussing a research approach in which both interactionist and phenomenological qualities of video footage were combined to develop a radically reflexive (Cunliffe, 2003) purpose for video in relational research.

Over the past few years management training centres have acquired CCTV and video tape recording systems, and as a result many management training specialists have had to develop skills in using these aids properly. The ability to use these devices in a technically proficient manner is easy to develop, but what is more important is the skill to use them in the most educationally appropriate way. The purpose of this article is to examine the educational issues involved in the effective use of video recording in management training.

The purpose of this paper is to examine power relations embedded in verbal and non-verbal medication communication processes that involve nurses, doctors, pharmacists and patients in two general medical wards of an acute care hospital.

This paper reports on the findings of an ethnographic study investigating medication communication processes in hospital spatial environments. It was theoretically informed by the work of Norman Fairclough. Data collection methods comprising video-recordings and video reflexive focus groups were employed. Fairclough's critical discourse analytic framework guided data analysis.

Four different forms of power relations between clinician-patient, nurse-doctor, clinician-organisation and multidisciplinary interactions were uncovered. Nurses asserted their professional autonomy when communicating with doctors about medications by offering specific advice on medical prescribing and challenging medication decisions. Video reflexivity enabled nurses to critically examine their contribution to medication decision-making processes. Clinicians of different disciplines openly contested the organisational structure of patient allocation during medical discussions about management options. Clinicians of different disciplines also engaged in medication communication interchangeably to accomplish patient discharge.

An investigation of existing power relations embedded in medication communication processes within specific clinical contexts can lead to a better understanding of medication safety practices. Video reflexive focus groups are helpful in encouraging clinicians to reflect on their practice and consider ways in which it could be improved in how power relations are played out.

The purpose of this paper is to explore the practical use of video cameras during a study with young children.

This paper investigates the use of video cameras in a research study of young children’s utilisation of semiotic tools to communicate during play interactions in a Francophone preschool classroom in British Columbia. It examines the practical in-the-moment decision making of the researcher to support children’s accommodation of the video camera in their play space and ensure rich data were recorded.

Children accommodated the video cameras in four distinct ways. These included: curiosity and investigation of the video cameras; engagement in the video recording process with the researcher; incorporation of the video cameras into their play; and disregard of it.

The findings suggest that video recordings can be an effective method of data collection with young children and provide rich sources of data of the children and their learning through play when the researcher is flexible and responsive and supports children’s accommodation of it.

Recent advances in recording technology have resulted in the increased use of video recordings as a resource for gathering empirical data in qualitative research. Whilst the ethical considerations related to the use of video recordings as data for analysis in research with young children have been the subject of some discussion (Flewitt, 2005), the practical experience of using video cameras has received less attention.

To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.

The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.

Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.

The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.

To provide an understanding of how video recording can be used to mediate university level teacher development for language learning in diverse classrooms.

This study draws on cultural historical activity theory (Engeström, 1999) and the subsequent professional development literature to conceptualize video as a tool for self-reflection and critique to further learning. This chapter outlines how video analysis can be used in inservice teacher education to investigate the micro- and macro-interactions with English learners.

We found that utilizing various forms of analysis on a single video from the classroom can help teachers build connections between the micro and macro processes and implications of language in classrooms with English learners. Additionally, by studying videos of classroom activities, teachers learn how linguistic theories and particular instructional and assessment tools can be implemented in their own classrooms.

Videos can be a powerful tool for teacher educators and professional development experts because they allow for the analysis and reflection of a variety of analytic levels. Additionally, this study provides evidence that videos can be used to anchor otherwise discrete university coursework and bring cohesion and collaboration throughout the curriculum.

Legislation in many developed nations allows for the video‐recorded interview of a witness made during the investigation to be used as his or her evidence‐in‐chief at trial. The purpose of this paper is to discuss the challenges for the criminal justice system of trying to make one interview meet both investigative and evidential purposes.

Advances in effective police interviewing strategies are outlined and evaluated with regards the implications of presenting evidence elicited in this manner in court.

As with any significant change, the move towards this method of evidence presents challenges. However, using this video record as evidence will ensure that the best evidence is preserved and the jury has access to a transparent record that is more accurate and complete than previously experienced.

The paper acknowledges that concerns over any extra time taken by using video recording must be taken into account, but also balanced against the likely long‐term benefits, not only in fairness to the proceedings but also by easing the process for victims and witnesses.

To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP) – a teacher education pedagogy we are calling video-mediated teacher inquiry.

Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question of how video-mediated teacher inquiry supports the appropriation of teaching tools (i.e., classroom discussion) in a teacher education program.

The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation of the pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project.

The use of video cases of teachers’ own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.