Research Mobilities in Primary Literacy Education

小学识字教育的研究流动

• 批准号: ES/W000571/1
• 负责人: Cathy Burnett
• 金额: $ 47.97万
• 依托单位: Sheffield Hallam University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FW000571%2F1
• 关键词: Research; Mobilities; Primary; Literacy; Education

Primary school literacy is a foundation of education and yet use of research-based evidence to inform teachers' professional decision-making in this area, while increasing, is piecemeal and varied in quality. This study explores how movements of research are significant to this pressing problem. While much has been written about how ideas move in a networked society, manifesting in concerns about fake news and the rapid, widespread circulation of ill-informed or prejudicial perspectives and practices, little is known about what happens to educational research evidence as it moves through complex and intersecting networks, movements that are complicated further by a shifting landscape for professional learning and changes in communication media facilitated by digital technologies. This study will explore what happens as research evidence moves from research producers to research users, identifying the individual, organisational and technological brokers (such as literacy charities, social media influencers, algorithms and hashtags) that facilitate its movements or halt its progress, and any shifts in key messages as it moves.We focus on literacy education in the primary phase (age 5-11) because literacy is a foundation of education and because international studies have highlighted the need for teachers to draw on a wide variety of research evidence generated through different research paradigms if literacy education is to be inclusive to all learners and fit for the 21st century. Teachers however must navigate a complex research environment, drawing on multiple sources accessed through diverse channels, often mediated by digital platforms. Against this background, research evidence can be distorted and some kinds of evidence gain greater traction than others - not necessarily in line with research merit but propelled by a proliferation of producers, strategies and channels of communication, diverse methods of uptake, and mixed messages in media discourse. There is therefore a pressing need for a better understanding of how literacy research evidence moves to teachers (or not) and what happens to it as it does so. This study addresses this need by exploring the movements of research in primary literacy education (RPLE). It will explore how multiple actors combine to mediate, broker, propel or stall research evidence, and investigate the meanings that evidence accrues or drops, the credibility it acquires (or not), and how it gains or loses momentum as this happens. The complexity of researching movements of research has led us to draw from across the social sciences in order to design effective, multi-layered methods, and we are developing our own multidisciplinary instruments to examine the interfaces of networks of individuals, organisations, communication channels and texts. The project will produce new important knowledge about the impact of movement on what is 'received' as research by teachers, and reinvigorate debate about the relationship between research and practice amongst stakeholders including educators, school leaders, policy-makers, literacy charities, teacher educators and other educational organisations. It will develop new fora for enabling teachers to engage with researchers, and produce professional learning materials for use by teachers, schools and student-teachers that support a critical engagement with research that considers not just research evidence itself, but the broader networks that construct it in certain ways. These findings will also be valuable to researchers when planning dissemination activities and to the bodies, such as UKRI, that fund them. While the focus is RPLE, the study will generate theoretical and methodological resources for understanding the movements of research across education and other social sciences, paving the way for a new programme of research into what we call 'research mobilities'.

小学识字是教育的基础，然而，利用基于研究的证据为教师在这一领域的专业决策提供信息，虽然有所增加，但却零敲碎打，质量参差不齐。本研究探讨了研究运动对这一紧迫问题的重要性。虽然已经有很多关于思想如何在网络社会中移动的文章，表现在对假新闻的担忧以及对不知情或偏见的观点和做法的快速广泛传播，但人们对教育研究证据在复杂和交叉的网络中移动时会发生什么知之甚少，由于专业学习环境的变化和数字技术促进的传播媒体的变化，这些运动进一步复杂化。这项研究将探讨当研究证据从研究生产者转移到研究用户时会发生什么，识别个人，组织和技术经纪人（如扫盲慈善机构，社交媒体影响者，算法和标签），促进其运动或阻止其进展，以及关键信息的任何变化。我们专注于初级阶段的扫盲教育（5-11岁）因为扫盲是教育的基础，而且国际研究强调，如果扫盲教育要具有包容性，教师就需要利用通过不同研究范式产生的各种研究证据，适合所有的学习者和21世纪。然而，教师必须驾驭复杂的研究环境，利用通过各种渠道获得的多种来源，通常通过数字平台进行调解。在这种背景下，研究证据可能会被扭曲，某些证据比其他证据更有吸引力-不一定符合研究价值，而是受到生产者、战略和传播渠道、不同的吸收方法以及媒体话语中混合信息的扩散的推动。因此，迫切需要更好地了解扫盲研究证据如何转移到教师（或不），以及在此过程中发生了什么。本研究通过探索小学识字教育研究的动态来满足这一需求。它将探讨多个演员如何结合联合收割机调解，经纪人，推动或拖延研究证据，并调查证据的意义增加或下降，它获得（或不）的可信度，以及它如何获得或失去动力，因为这发生。研究运动的复杂性使我们从社会科学中汲取经验，以设计有效的，多层次的方法，我们正在开发自己的多学科工具，以研究个人，组织，沟通渠道和文本网络的界面。该项目将产生新的重要知识运动的影响是什么“收到”的教师的研究，并重振有关研究和实践之间的关系包括教育工作者，学校领导，政策制定者，扫盲慈善机构，教师教育工作者和其他教育组织的利益相关者之间的辩论。它将开发新的论坛，使教师能够与研究人员接触，并制作专业的学习材料，供教师，学校和学生教师使用，这些材料支持对研究的批判性参与，不仅考虑研究证据本身，而且考虑以某些方式构建的更广泛的网络。这些研究结果对研究人员规划传播活动以及资助这些活动的机构（如英国研究所）也很有价值。虽然重点是RPLE，但这项研究将产生理论和方法资源，以了解教育和其他社会科学的研究运动，为我们所谓的“研究流动性”的新研究计划铺平道路。