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Teachers as Consumers of Literacy Research
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Teachers as Consumers of Literacy Research


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This ppt accompanies our first seminar together (for both Summerside and Charlottetown).

This ppt accompanies our first seminar together (for both Summerside and Charlottetown).

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  • 1. +GLIT 6756Literacy & Inquiry:Teachers as InformedConsumers ofLiteracy Research Colin Lankshear & Michele Knobel &
  • 2. + Research as systematic inquiry p. 29 of your textbook
  • 3. + Relationship of Research Logic to Evaluation Template  Context of study (purpose, question, problem area, relevant other research)  Framework (theory and concepts)  Design and methodology  The evaluative template (Appendix 1 in your syllabus)
  • 4. + Tasks for today  Forming work groups (teams) & sending names and email addresses to Michele & Colin  Kitting up (key resources for the semester)  Becoming familiar with the evaluative template  Practising with the template in work groups using the Gainer article we’ve supplied  Locating a literacy research-based paper to critique (that all members of a group can “relate to”)
  • 5. + Forming work groups  Ideally 4-6 members  Likely to share some common interest to help with article selection  Likely to be able to work together online and offline and contribute equally to the final analytic paper
  • 6. + Kitting up Using Google Docs to write collaboratively ( ) Using the internet to communicate between meetings (e.g., or messenger/chat, blog, Twitter, email) Resources for finding a suitable article (e.g., ; MSVU online article archives)
  • 7. + Using Google Docs
  • 8. + Google Docs (cont.)
  • 9. + Google Docs (cont.)
  • 10. + Google Docs (cont.)Title yourdocument here
  • 11. + Google docs (cont.)  Share your Google Docs with Colin and Michele: colin.lankshear@gmailcom
  • 12. + Using Scholar Google as a meta- search engine Select “Scholar Preferences”
  • 13. + Scholar Google (cont.) Write out uni name in full
  • 14. + Scholar Google (cont.) Place check mark in box
  • 15. + Scholar Google (cont.)
  • 16. + Critiquing Gainer article  In groups, work through the Gainer article, using the analytic template found in Appendix 1 of your syllabus to guide your evaluation  Discuss as a whole group  This is a sampling of the kind of process you’ll go through for writing your final paper
  • 17. + Finding a focus article  The article must be relevant to literacy studies.  The article must be a peer-reviewed and formally published research article.  Ideally published within the past 5 years.  You need to be truly interested in the focus of the article. Focus must be good and “meaty”  The focus of your article needs to have a prior history of research – be part of a research area or field  Your final paper must engage with debates, present an argument, and include critique (your group needs to take a theorised position and you’ll be reading well beyond your focus article)
  • 18. + Course website & additional resources ages/pei-summer-2012-consumers There are 3 examples of final papers posted here.