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Research for the terrified (and the tied up, the tired and the just plain turned-off) - Coonan, Aston & Walton

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Presented at LILAC 2018

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Research for the terrified (and the tied up, the tired and the just plain turned-off) - Coonan, Aston & Walton

  1. 1. Research for the terrified (and the tied up, the tired and the just plain turned-off) Sam Aston Geoff Walton Emma Coonan
  2. 2. Introduction
  3. 3. YES, YOU ARE A RESEARCHER
  4. 4. Who’s the best critical questioner you know?
  5. 5. Webster, 2013
  6. 6. First you make an observation Scientific method
  7. 7. First you make an observation Scientific method “Why is my car making a funny noise?”
  8. 8. First you make an observation then you form a hypothesis Scientific method “Why is my car making a funny noise?” “it sounds like my tyre is flat”
  9. 9. First you make an observation then you form a hypothesis make a testable prediction Scientific method “Why is my car making a funny noise?” “it sounds like my tyre is flat” “if my tire is flat, then it should be deflated when I pull my car over and look at it”
  10. 10. First you make an observation then you form a hypothesis make a testable prediction and finally obtain data by performing your test 7 crazy realities of scientific publishing , PNIS Scientific method “Why is my car making a funny noise?” “it sounds like my tyre is flat” “if my tyre is flat, then it should be deflated when I pull my car over and look at it” “Yes, it’s flat! I’m a Science God!”
  11. 11. “Research is formalized curiosity. It is poking and prying with a purpose.” Zora Neale Hurston, 1942
  12. 12. What is action research? “An approach in which the action researcher (you) and a client (users, learners etc) collaborate in the diagnosis of a problem and in the development of a solution based on the diagnosis” (Bryman, 2012,p709)
  13. 13. Action research can be inductive OR deductive OR Both Deductive (test a hypothesis - quantitative) OR Inductive (exploratory and qualitative) OR Mixed methods (both)
  14. 14. It’s about influencing change, collaboration, empowerment Action research cycle: Planning a change, Acting, Observing, Reflecting, Planning a change (Robson, 2002)
  15. 15. Case studies to illustrate action research
  16. 16. Information discernment of 16-17 year olds Worked with students in groups (n=45) to enable them to think about and describe in their own word how they make judgements about information Then we gave them information discernment tools to extend their existing abilities Evidence form their teachers clearly demonstrated that students had begun to question information (authority, credibility etc) in away they hadn’t even thought about before
  17. 17. E-learning goals for school teachers in 5 European countries Teachers were from Croatia, Denmark, Poland, Sweden and the UK
  18. 18. Worked with 12 school teachers over 3 days to find out what they wanted to learn about Teachers talked about learning how to create movies, online cartoon strips and animations We then constructed a 6 week online course based on their responses
  19. 19. What data can be collected? https://padlet.com/sam_aston/lilacactionresearch
  20. 20. Using action research in practice
  21. 21. Designing out bias
  22. 22. “I want to prove that higher education library use means students get better marks.” No researcher ever
  23. 23. Critical questions about information • Whose interests does this point of view represent? • Who benefits from this information, and the particular angle it takes? • Whose voice is not being heard – even if they are being talked about? • Do I disagree because this information is untrue, unethical or invalid, or simply because it is unwelcome to me?
  24. 24. WHEN AND HOW TO USE ACTION RESEARCH
  25. 25. Good luck with your research! sam.aston@manchester.ac.uk g.walton@mmu.ac.uk emma.coonan@anglia.ac.uk

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