The paper considers the long-form content as a counter-proposal to the dominant form of social media. Through the generous support of the Learning and Teaching Department at The Glasgow School of Art, a series of podcasts were recorded that consider the open interview methodology and the long form content in delivery. ‘Sustainable Voices’, developed in a framework of the Student Partnership Programme, considers how climate literacy, sustainable art practices, and environmental challenges affecting the creative industry are thought through. The paper will reflect on the experience of making the first series of podcasts, and will examine how long-form content encourages thinking critically, synthesising information , developing a deeper understanding and allowing the formulation of a nuanced and advanced position to take place. Very relevant in recent conversations of consumption of information and content and effect in mental health and skill acquisition, the paper considers the longform as a potential antidote to delivery, one that improves retention and understanding and one that ultimately aids to develop both focus and a lifelong learning mindset. The paper will also consider how the long-form interview as such is a way to elicit knowledge in a more gentle and conversational way, and how this allows for expended understandings to occur with regards to subject matters that is not only expansive, but also presents itself to be not only a ‘wicked problem’ (Rittel and Weber) but also a ‘complex one’ (Hawkings and James). The paper will discuss 3 podcasts, where students share their experiences on the expanded notion of Sustainability, how it affects and shapes their practices and how it allows notions of resilience to emerge. The interviews conducted are with Iris May & Gwendolin Kircali Julia Ashe & Mimi Bhogal and Jane Karweick & Gretchen Hammell GSA's Education Strategy 2023 to 2027Links to an external site. put at its heart ensuring that all the students are supported to succeed, achieve their potential, and make a positive contribution. The Scottish Higher and Further Education sector has set a priority theme to explore how providers of education can 'support diverse learner journeysLinks to an external site.' thinking about student transitions, community and belonging, skills and capability, and personalised support. In responding to these priorities, the theme of our 2025 Learning and Teaching Conference is set on 'Diverse Learner Journeys: Supporting Students to Succeed'.
Michael Mersinis (Wed,) studied this question.