+GLIT 6756Literacy & Inquiry:Teachers as InformedConsumers ofLiteracy Research Colin Lankshear & Michele Knobel email@example.com & firstname.lastname@example.org
+ Research as systematic inquiry p. 29 of your textbook
+ 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)
+ 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 Locating a literacy research-based paper to critique (that all members of a group can “relate to”)
+ 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
+ Kitting up Using Google Drive to write collaboratively (http://drive.google.com ) Using the internet to communicate between meetings (e.g., Google+ Hangout, Skype, or messenger/chat, blog, Twitter, email, Delicious or Pinterest) Resources for finding a suitable article (e.g., http://scholar.google.com ; MSVU online article archives)
+ 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 (i.e., 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)
+ Course website & additional resources https://sites.google.com/site/ourmsvupages/su 2013 There are 3 examples of final papers posted here.