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

Burnett, Cathy and Gillen, Julia and Guest, Ian and Maxwell, Bronwen and Thompson, Terrie Lynn (2022) How does research reach teachers?:An agenda for investigating research mobilities in primary literacy education. Literacy. ISSN 1741-4350

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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’, reductive 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, and suggest that such movements are produced through shifting assemblages of human and non–human actors that combine to mobilise literacy research evidence to varying degrees and in different ways. This, we propose, calls for a new focus on what we call ‘research mobilities’ in primary literacy research.

Item Type:
Journal Article
Journal or Publication Title:
Literacy
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/1200/1203
Subjects:
ID Code:
167376
Deposited By:
Deposited On:
11 Mar 2022 15:10
Refereed?:
Yes
Published?:
Published
Last Modified:
26 May 2022 00:36