Co-production and multimodality
Learners as co-researchers exploring practice
Bibliographic Data
| ID | 21600670 |
|---|---|
| Authors | Judith Hanks (0000-0001-6750-7568, Associate Professor in Language Education, University of Leeds, Leeds, UK, corresponding author) |
| Year | 2021 |
| Volume | 29 |
| Issue | 3 |
| Pages | 462-482 |
| Publication date | 2021-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2020.1812417 |
| OpenAlex | W3083961023 |
| Language | EN |
| Citations received | 11 |
| References cited | 36 |
In recent decades, three forms of practitioner research have emerged: Reflective Practice, Action Research, and Exploratory Practice. While Reflective Practice and Action Research focus on teachers-as-researchers, Exploratory Practice positions learners as co-researchers, alongside teachers, teacher educators, and others. This article adds to those which examine the notion of learners co-producing research by exploring the potential of multimodal methods for data generation and analysis; it does this by critically analysing posters produced by learners as they puzzled, explored, collaborated, and disseminated their developing understandings on a pre-sessional English for Academic Purposes course in the UK. Focusing particularly on these ‘sticky objects’, to which emotions and beliefs attach, I argue that learners, like teachers, can ask robust questions, engage in creative investigative practices, integrating research and pedagogy. I posit that learners can develop profound insights into their practice which contribute to theory-building more broadly. This ‘fully inclusive’ notion of co-produced research challenges traditional assumptions about who does what in research and pedagogy, indicating an ethical imperative for learners to be included as co-investigators contributing their understandings to developments in theory and practice
Action research · Engineering ethics · Exploratory research · Mathematics education · Pedagogy · Practitioner research · Reflective Practice · Sociology · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Wissenstransfer
Teenagers performing research on climate change education in a fully integrated design-based research setting
Harnessing learner research agendas to continuously explore EAP learners’ needs
Evaluating co-production as a guiding philosophy for EAP teacher training course development
De-mystifying the nimbus of research
From reflective practice to action research and positive change
Online group discussion was challenging but we enjoyed it!” an exploratory practice in extensive reading
Do we understand one another? Establishing trusting collaborations between researchers and school practitioners
Enhancing student quality of life in language classrooms via Joint Exploratory Practice
Rethinking and remaking “the social”
Integrating research into language teaching and learning
The Routledge Handbook of Research Methods in Applied Linguistics
Schoolteacher
Communities of Practice
The Cultural Politics of Emotion
Exploratory Practice
Translanguaging space and creative activity
Integrating research and pedagogy
The Virtues and Vices of an Educational Researcher
The Principle of Assumed Consent
Philosophy and Education
What is an Educational Practice
From research-as-practice to exploratory practice-as-research in language teaching and beyond
Action research
Situated Learning
| Citations per year | 2.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |