+GLIT 6756Literacy & Inquiry:Teachers as InformedConsumers ofLiteracy Research      Colin Lankshear & Michele Knobel      ...
+    Research as systematic inquiry                             p. 29 of your textbook
+    Relationship of Research Logic to    Evaluation Template     Context of study (purpose,      question, problem area,...
+    Tasks for today     Forming work groups (teams) & sending      names and email addresses to Michele &      Colin    ...
+    Forming work groups     Ideally 4-6 members     Likely to share some common      interest to help with article     ...
+    Kitting up    Using Google Docs to write     collaboratively (http://docs.google.com      )    Using the internet t...
+    Using Google Docs
+    Google Docs (cont.)
+    Google Docs (cont.)
+    Google Docs (cont.)Title yourdocument here
+    Google docs (cont.)     Share your Google Docs with      Colin and Michele:      colin.lankshear@gmailcom      miche...
+    Using Scholar Google as a meta-    search engine                                Select “Scholar                      ...
+    Scholar Google (cont.)      Write out uni      name in full
+    Scholar Google (cont.)            Place check              mark in                box
+    Scholar Google (cont.)
+    Critiquing Gainer article     In groups, work through the Gainer      article, using the analytic template      foun...
+    Finding a focus article     The article must be relevant to literacy studies.     The article must be a peer-review...
+    Course website    & additional resources    https://sites.google.com/site/ourmsvup      ages/pei-summer-2012-consumer...
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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).

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Teachers as Consumers of Literacy Research

  1. 1. +GLIT 6756Literacy & Inquiry:Teachers as InformedConsumers ofLiteracy Research Colin Lankshear & Michele Knobel c.lankshear@yahoo.com & micheleknobel@gmail.com
  2. 2. + Research as systematic inquiry p. 29 of your textbook
  3. 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. 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. 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. 6. + Kitting up Using Google Docs to write collaboratively (http://docs.google.com ) Using the internet to communicate between meetings (e.g., www.skype.com or messenger/chat, blog, Twitter, email) Resources for finding a suitable article (e.g., http://scholar.google.com ; MSVU online article archives)
  7. 7. + Using Google Docs
  8. 8. + Google Docs (cont.)
  9. 9. + Google Docs (cont.)
  10. 10. + Google Docs (cont.)Title yourdocument here
  11. 11. + Google docs (cont.)  Share your Google Docs with Colin and Michele: colin.lankshear@gmailcom micheleknobel@gmail.com
  12. 12. + Using Scholar Google as a meta- search engine Select “Scholar Preferences”
  13. 13. + Scholar Google (cont.) Write out uni name in full
  14. 14. + Scholar Google (cont.) Place check mark in box
  15. 15. + Scholar Google (cont.)
  16. 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. 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. 18. + Course website & additional resources https://sites.google.com/site/ourmsvup ages/pei-summer-2012-consumers There are 3 examples of final papers posted here.

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