“[In democratic Validity/Trustworthiness]…the research becomes participatory when the research ‘subjects’ or ‘informants,’ that is, the students themselves, are brought into the research as coresearchers. Making students coresearchers not only is more democratic; it also benefits both students and the study in other ways.”
“The most powerful action research studies are those in which the practitioners recount a spiraling change in their own and their participants’ understandings.”
“The assumption is that practitioner action researchers have experiences and beliefs t hat come into play as they think about the issues or problems under study. The key is that these experiences and beliefs need to be critically examined rather than ignored.”
“Dialogic validity requires that researchers be able to demonstrate how they came to the conclusion they are drawing and how they have been and are open to alternative explantations that might fit better.”
“Each inquirer must search for, and defend, the criteria that best apply to his or her work.”
Outcome Validity asks if a problem is resolved (and for whom) or if the solution to the problem is made clearer through the research; Process Validity asks if the research procedures adequately develop an understanding of the research setting; Democratic Validity examines if all stakeholders have been included in the process and in what way; Catalytic Validity asks if the research participants now have deepened knowing of reality in order to transform or change it; Dialogic Validity asks if the findings make sense to another person in the same setting; practitioner action researchers must use the criteria that best applies to his work.
I wondered if I would be able to change my methods or my participants partway throughout the inquiry. This answered that question. I wonder if I will narrow down my research participants as my study continues. I also recognize the importance of keeping my notes, thoughts and reflections thoroughly, so that I do not miss any important findings.
What data are you collecting? How might you begin to analyze your data in ways that will inform your research question?
As I collect information from students’ Twitter feeds, I can take screen captures of notable updates. By saving these images in the Evernote App, I can then code them by “tagging” them with the appropriate code. The same can be done with my reflective writings in my digital journal. My digital journal will track how often tags are used and I can see what main topics are developing from my writing.
What forms might you use to represent your learnings at the end of the program? Why? Consider the affordances and constraints for writer and audience.
INFOGRAPHICS - sums up information/statistics in an easy to follow way. By creating an infographic, I will be forced to find ways that my data connects to other pieces, to create a big picture, incorporate findings & quotes from my theoretical research as well. It is also a creative, design-related product, which I would enjoy creating. I like creating visual representations, and this provides that opportunity to learn a new format for representing knowledge.
VIDEO – video is my new literacy. It is becoming my preferred method of communication because it can say so much, and I find it to be fun to create. I have spent hundreds of hours in editing video over the last couple of years. It is a medium that I am becoming fluent in and can produce quality products. It also allows me to record my students and allow their voices to be heard. However, video can be perceived as manipulative, because it is multi-sensory, providing images, text & audio (words/music) to create feelings and emotions in the viewer.
My Interview Experience:
As an interviewer: We wondered, at which point do you continue the friendly banter? Also, when do you cut off an interviewee’s answer and stop their tangents? The main concern boiled down to how to tactfully keep the interview on track without losing some good info or insights. If you are interviewing kids, you must keep in mind that there is a power dynamic in play, they may want to give the “right” answer, or be simply trying to please their teacher. I wonder how you can structure an interview to get the most honest responses?
As an interviewee: I felt like I was putting on a show at some point, almost as if I was performing for the recording. We found that it’s easy to get the giggles, so it is important for the interviewer to keep a straight face. We thought that we may want to warm up to those interviews that you think will be more intense or elaborate by doing the “easy” interviews first. As I was responding to the questions, I was also thinking about how much info I should give, how long-winded my answers should be. At the same time, I wanted to keep my answers brief so as to get it over with and get back to what I was doing, but I also thought that I may be judged by my answers, so I wanted to make them good.
Potential Interview Questions for my Research Project:
1. Tell me about how you used Twitter this term. What was your favourite part about it?
2. What did you learn from using Twitter? Who did you follow? What discussions did you participate in?
3. What were some of the challenges you encountered using Twitter? How might you be able to use the tool differently to have a better or more enriching experience?
4. Do you think you will continue to use Twitter after this project? Why or why not?
“Oral inquiry is a methodology… [that] provides access to a variety of perspectives for problem posing and solving.”
“Dialogue is the lived experience of reciprocating voices that occurs through time, in history, and in a particular place, establishing a contingent ‘we,’ ‘a common world,’ and ‘a shared operation of which [no one] is the creator.’”
“The sense of commonality that is produced through dialogue must be vigilantly watched so that points of discord and difference can also be acknowledged.”
“These micro-moments, when described and discussed over time, made readable and talk-able the many macro-dynamics of teaching….”
“Time is the key word here… There are no shortcuts to really paying attention, to really taking notice, to really staying vigilant. Time is inevitably related to meaning.”
“Sometimes we do just have to get together with others and do this kind of collective work…. We need new ideas and new words and new images and new visions to sustain us in our daily teaching lives… we need comrades.”
Did I really need to read that flowery nonsense on page 201? That is an example of how caught up an academic can get in their prose and neglect transmitting the meaning of what they are trying to say. Wow. Just, wow.
Also, I wondered if I could relate this to my inquiry project? Doesn’t social media engage my students in meaningful dialogue with each other, with their teacher, and with the world? How might this become a powerful learning opportunity for them?