Well now that I've been to the state library, I've followed up leads given to me by other academics, I've checked out all the university libraries (and subsequently have over 30 books waiting to be read), I've checked the online databases.  I was ready.

So today I went in.  And it's a good darn thing that I did as well!!  The second I was there I was immediately referred to their education liaison person, Leigh.  She spent an hour with me finding relevant information and contact details.  I was also given the email address of Bernadette O'Mahony who is in charge of production development - definately will be contacting her next week for industry inside knowledge!

I came out of that place with a bag full of photocopies, and a list full of useful references.  Now I need to lock myself in a cosy place, and curl up and read - I think I'll have over 50 references by the time I'm done!!!

The funny thing about my research is that I always knew I would have to dig deep to find relevant stuff - but from the very beginning I found references that helped.  I just had no idea how many references would become useful.  

I still think my research is more specific and combines alot of other research into the one particular area.  So while I'm finding research out there - I'm not finding anything exactly like mine.

I'm planning on going back to the ACTF sometime next week! 

1. Ethics - not just for my survey but for my whole production.  My supervisor argues that my production is a form of research and therefore I need to apply for ethics research to even start filming.  I myself believe my project and pilot to be an OUTCOME of research not just research itself.  But my supervisor prefers me to be prepared for anything and to put an application through for my project being research.  Hmmm... I need to speak to the ethics guy
2. That my project remains academic and instead of investigating what I am that I should narrow it down to one particular field of study ... eg. psychological studies of children and television, or cultural studies.  But my favourite academic in this area Mr David Buckingham says that the best thing is to combine all this information to actually get to the root of the problem which is making what children actually want to see.  If I had to choose an area I would probably choose the psychological background as I majored in psych, and I am also more interested in the way children interact and react with television.
   
3. My research methodology - That my methodology is as important as the research that I am doing. I need to be able to document  everything I am doing and support it with the methodology.   So in other words, if I wish to continue with action research I really need to be able to draw the circular process that I am going through.

ARRRGGH!!! They are all valid points. However, instead of freaking out I need to keep myself calm and remember why I am doing honours in the first place. Ah yes, let us not lose sight of the bigger picture.  I want something for my show reel, I want to learn more about this particular industry, I want to feel academically rewarded, I want to make the best use of the facilities I have. 

It is not worth my dying an unnaturally early death due to heart attack or other stress related illnesses. 

It's a fourth year of undergraduate study, not a doctorate Rubia - remember that! Okay, so I'm speaking to myself in third person now... hmm!  I guess the point I wish to extend to all the academics out there is: remember why it is that you are actually doing what you are doing.   It's hard work but you gotta remember to enjoy yourself.  

Peace out. Till next time...

So, my second lowest 'bar' on the graph was for drafting.  Yes, I'm an all or nothing type of girl! In terms of research this means that I read my material and then sit down and write, then I will edit a few spelling and grammatical errors and kazaam - it's beautiful work! None of this drafting business where the writer painfully goes through re-write and re-write. *audible shudder*

Okay, okay, perhaps I am being far too blase (how does one insert one of those French accent things in elgg to make the word French?). I do sit down and write, and then for the next few hours/days will re-read and re-read and re-write segments and edit, so on so forth.  I guess that could be regarded as the drafting and editing process.  What I do need to improve on however, is the note-taking process.  That as I am reading something I need to physically take notes and reference.  Because otherwise I leave myself the very difficult and ultimately time consuming task of re-reading and finding where I got some of these keraazy notions in my head.  

So note to myself, make myself note more!

NB. There's nothing wrong with having an archilles heel - how would we ever improve and grow if we were all perfect huh? Answer me that one! 

Due to my research I feel I have also managed to contribute to the field I am interested in by presenting issues or current thoughts through my blog.  

Lastly but not least I have been able to use to blog to describe what was happening personally - the effects of cyclone Larry for example.

The fact that I have to come into university simply to do my blog ( I think everyone else has access to the Internet at home except me!) has really given me motivation to look through and to make what I write worthwhile.  I have learnt basic technological things like inserting pictures, links and also subscribe to a RSS feed from media watch and citeulike.  All things I had no concept of before starting labsome. 

The activities we participate in Labsome has helped me in many ways:

• Learning about action research has helped me with my research methodology
  
• Getting to know people better in the course which in turn helps me to isolate the strengths of people.  We can help each other!
  
• Reflecting on my own methods and opinions
• Learning about things that I would never have had any initiative or knowledge of before.

Yesterday I served a really nice young girl, about eight, who was given the responsibility of buying a ticket to see the movie 'Eight Below'.  She proudly (and shyly at the same time - how odd!) gave me the money and told me her order.  I asked her why she wanted to see it and she said because she loved dogs.  Fair enough.  

Sadly though, about an hour later the girl and her mother returned with the girl's face tear streaked and white.  Concerned I asked what had happened.  The mother said that she was disgusted by the rating of the movie (which is PG) as the excessive use of violence involving animals had greatly disturbed her daughter.  I haven't seen it yet (but now I really have to!) but the mother was saying that the violence just got worse and worse as the movie went on.

I asked if they wanted to see something else, but the little girl just said in a very small voice - I just want to go home.  So not being able to do anything more they left.

I'm not quite sure why I am telling this story, but for me it feels relevant.

I guess the moral of the story is, children really do get impacted by what they watch and that there is a certain responsibility from filmmakers, tv producers etc. to be aware of this.  Also that not every film that is targeted towards a child audience is always the best or what children actually want to see. 

Check out the trailer of Eight Below if you're interested! 

PS. Have you noticed that several of the G/PG movies are set in cold snowy places?? (Eight below, ice age 2, March of the Penguins?)  

This information filled book is designed purely for producers and writers of children television programs in Australia.  It shows important key aspects:

• images and realities
• Age specific television
• Child's perspective
• about children
  
• Children in Australian Society.

 In each of these topics it splits children into three age categories: 5-7, 8-10, 11-13 and explains the important focuses, information, characteristics and development for those age groups.  On top of this it has summaries at the end which explain the implication for television productions from the information shown.

Fabulous! Unfortunately it was written in the late 80s.  The author is a psychologist, so I would be interested to find out from a child psychologist if much has changed.   

If that is the case then look for Sheridan-Carson, R. & Carson, T. (1999) Action Research: building a strong culture of professional development", ATA magazine, Vol 79, Issue 2, Page 11.

Or alternatively - here is what I found the best 'definition' or rather explanation of what action research actually is.. And yes I copied and pasted it exactly and due credit must be given to the wonderful "Infed encyclopeadia "website which really gives a great explanation about action research!

The action research process

Action research works through three basic phases:

Look - building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.

Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.

Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems.

(Stringer 1999: 18; 43-44;160)

 It is a cyclical process which involves finding or constructing, reevaluation and then acting upon that reevaluation.

Perhaps this would be an innovative new exciting concept for a kids television show - to encourage interactivity?  Kids could log on the internet and vote or even suggest storylines for the continuation of the story.

Interesting... 

  On top of that she also found out about my RMIT career (winning the John Barry Award, working on the RMIT TVC etc).  Oh and if you do have a look, please ignore the odd spanish sites and the one about Eva Braun and Hitler.  Ahem.

If I were to google you, what would I come up with?