How does research reach teachers? An agenda for investigating research mobilities in primary literacy education.

BURNETT, Catherine, GILLEN, Julia, GUEST, Ian, MAXWELL, Bronwen and THOMPSON, Terrie Lynn (2022). How does research reach teachers? An agenda for investigating research mobilities in primary literacy education. Literacy.

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Official URL: https://onlinelibrary.wiley.com/doi/10.1111/lit.12...
Open Access URL: https://onlinelibrary.wiley.com/doi/epdf/10.1111/l... (Published)
Link to published version:: https://doi.org/10.1111/lit.12289
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    Abstract

    In England, several developments combine in powerful ways to sustain certain ideas about literacy and research in education. These include the promotion of a specific model of ‘evidence-based practice’, frameworks for initial teacher education and early career professional development, and a strong accountability framework via inspection. However, as we illustrate through examples of activity on Twitter, to suggest that such ideas are all pervasive is to ignore other, less predictable, ways in which research circulates. Teachers, researchers and others working in literacy education, combined with the work of digital actors, assist the movement of ideas in sometimes unpredictable and even exciting ways. We argue that, if we are to understand how teachers encounter research, we need a better understanding of how research moves. We suggest that such movements are produced through shifting assemblages of human and non-human actors that combine to mobilise literacy research evidence differently and to varying degrees. This, we propose, calls for a new focus on what we call ‘research mobilities’ in primary literacy research.

    Item Type: Article
    Uncontrolled Keywords: Education; 1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education
    Identification Number: https://doi.org/10.1111/lit.12289
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 25 Apr 2022 10:25
    Last Modified: 10 May 2022 12:11
    URI: https://shura.shu.ac.uk/id/eprint/30126

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