51 research outputs found
Deleuze-inspired action research in the university: Mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers
This article offers an insight into the process and potential of Deleuze-inspired action research. It draws on a classroom action research (CAR) project that critically reconceptualises practices of reflective writing in teacher education, including the widespread use of the âprofessional learning journalâ as a resource to facilitate reflection on practice. Students following a teacher education programme in England took part in an innovative mode of engagement with texts, including their learning journals, drawing on the Deleuzo-Guattarian notion of the text as an agent that acts outside of itself. The process was called âimplicated readingâ. An example of a teaching and learning intervention, in the form of a seminar transcript, is offered as an illustration of how Deleuzian theory and philosophy can inspire and shape innovations in practice. The transcript also serves as an opportunity to reimagine the ways in which data and data analysis are conceptualised and practiced in action research (AR) projects. Data is (re)conceptualised as agentic, rather than inert or indifferent. Synthesis is privileged over analysis so that the transcript acts as a provocation to rethink the relation between theory and data, asking what is made possible when these are âplugged intoâ one another to raise questions that otherwise would have remained unthought. Ultimately, the article offers a worked example of what happens when action researchers take up the challenge of working and thinking within a Deleuzian ontology that seeks to maintain the plurality and potentialities of AR in practice
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy
A new toolkit for understanding early intervention: A dialogue with Stuart McNaughton and Douglas Kellner
Earning or Learning, or Not: Reconnecting Young Adults With Learning Through Multiliteracies Pedagogy
Unpacking and Operationalizing Disciplinary Literacy: A Review of Disciplinary Literacy Inquiry and Instruction
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