Professors Geneviève Brisson and Magali Forte (University of Sherbrooke) used this quote to introduce the concept of “glowing data” in a presentation during the CCERBAL 2025 Conference in May.
OLBI’s team spoke to them to learn more about this highly intriguing and inspiring topic.
What is the concept of “glowing data”?
The concept of “glowing data,” proposed in 2010 by Maggie MacLure (a Professor emerita at Manchester Metropolitan University, U.K.), describes data fragments, for example, a fieldnote fragment or a video excerpt that draws our attention and seems to stand out.
Some researchers chose to translate this concept using the French expression “données qui brillent” (Brisson & Forte, 2024 ; Brisson et al., 2021) in their work published in French. MacLure (2013) explains that ‘glowing data’ seems to choose researchers more than they choose it; it invites them to think and explore in more depth certain aspects of their research, without a clear reason.
These glowing data don’t always receive the attention they deserve because conventional research protocols and ethical guidelines impose a limiting and restrictive definition of data (Forte et al., in press).
Significance for researchers
The concept of glowing data invites scholars to pay attention to that which isn’t picked up through traditional analysis methods and prescriptive methodological framework. Such data isn’t a mere curiosity. It acts as a signal, revealing zones of affect, surprise or rupture that can open new avenues of thought.
“Recognizing and highlighting these fragments or moments is accepting that research isn’t limited to applying rigid procedures, but also involves a sensitive, intuitive and sometimes unpredictable dimension.”
Professor Geneviève Brisson
For researchers, this implies expanding the definition of what counts as data and recognizing the importance of feeling, emergence and affect in knowledge production.
Moments of revelation
Glowing data can manifest at any stage of a research project. Some can glow in the field, while others do so a posteriori, when playing audio or video recordings (Brisson and Forte, 2024).
Manifestations can be thus multiple and varied, both in nature (written text, audio or video recordings, photos, etc.) and in degree of intensity. In addition, they can also be perceived differently by different people.
In an open-ended OLBI research survey, glowing data emerged in students’ responses when asked about the nature of their engagement with language immersion on campus. In contrast to traditional findings, which focused on impact data or cognitive benefits of bilingualism through an immersion approach, the following quote “glowed” as it expressed the social-emotional impact of engaging with language learning through this approach.
“Interactions with peers and instructors [in the adjunct language course] boosted my confidence, motivation and sense of community, enriching my learning experience through cultural exchanges and supportive engagement.”
This piece of data glowed to researchers because the positive aspects of engaging in immersion from a socio-emotional perspective were unexpected - especially since much research focuses on language anxiety and insecurity for these learners, or only on the cognitive and academic benefits.
A more dynamic and fluid research approach
The concept of glowing data doesn’t involve a pre-determined data collection method. Rather, it suggests adopting a more dynamic and fluid research posture. It is often applied in work using a post-qualitative approach, much more common in English than in French.
“Thus the concept of glowing data encourages us to consider research as a living process, where attention drawn to the unexpected can enrich understanding and renew analytical practices.”
Professor Magali Forte