Abstract
Qualitative research routinely requires experienced practitioners in a given field to be interviewed, and there are a range of methods known to elicit dialogue. The method for elicitation presented in this paper, however, goes a stage further it seeks not only to elicit dialogue but to provide subjects with additional knowledge, which they are encouraged to use as a lens for reflection on their own experience. Using a progressive series of related information graphics, accompanied by explanations, subjects are quickly taught a new topic and are asked to reflect on their own practice while the learning occurs. The research project is described to contextualise the elicitation method within the wider engagement. The approach was tested with a number of Information Technology (I.T.) specialists, each with extensive experience of encouraging users to participate in new I.T. environments. Subjects were provided with information graphics that incrementally increased their understanding of psychological theories related to attitude change, namely cognitive dissonance and the elaboration likelihood model. As their knowledge increased, they were guided to reflect on occasions where they had encountered phenomena related to such psychological theory, its effect and affiliated best practice. Over all, this approach was effective, with over 130,000 words of relevant, advanced discourse forthcoming. In this paper, the elicitation method, its affiliated epistemology, an overview of the project and the research methodology are presented, along with some early results.