Research Mobilities in Primary Literacy Education Interrogating How Teachers Encounter Research in an Age of Evidence-based Teaching

• Main Authors: Burnett, Cathy, Adams, Gill, Gillen, Julia, Lynn Thompson, Terrie, Cermakova, Anna, Ben Shannon, David, Shetty, Parinita
• Format: eBook
• Language: English
• Published: Oxford Taylor & Francis 2024
• Series: Routledge Research in Literacy
• Subjects: controversy mapping; corpus linguistics; Education; Educational strategies and policy; evidence-based practice; evidence-based teaching; Higher education, tertiary education; interdisciplinary; knowledge mobilisation; Language and Linguistics; Linguistics; literacy; mobilities; Moral and social purpose of education; networked ethnography; Philosophy and theory of education; policy; professional learning; Reference, Information and Interdisciplinary subjects; Research and information: general; Research methods: general; research-informed teaching; Society and Social Sciences; sociomaterial methodologies; sociomaterialism; Teacher training; Teaching of a specific subject
• ISBN: 1040222250; 9781032544106; 9781040222256; 1032544104; 9781003428985; 9781040222270; 1003428983; 1040222277
• DOI: 10.4324/9781003428985

This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings. It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conducted in England and supported by the Economic and Social Research Council [ES/W000571/1]. The study investigated the types of literacy research that reach teachers, the ways in which human and non-human actors mobilise research and the transformation of research as it circulates. The book argues that, for teachers to foster genuinely inclusive literacy classrooms, they need to be equipped to draw on understandings associated with a variety of theoretical perspectives and research traditions. It further explores the dynamics of research dissemination and the factors that influence the uptake and application of research findings in educational contexts. This work is an original and groundbreaking contribution to debates about the scope and focus of literacy education, the role of evidence-based teaching and approaches to professional learning. This book is of vital interest to scholars, researchers and students with interests in Literacy Education, Professional Development and the Ethics of Research. It challenges conventional wisdom, provokes thoughtful discussion and inspires readers to rethink the role and value of research in shaping literacy education that is inclusive, effective and meaningful.