jgillen – Research Mobilities in Primary Literacy Education

Not just ‘what works’ but ‘what else’ in literacy education

11 October 2022

Cathy Burnett

As I explored in a post at the end of May, the Schools’ White Paper adopts a particular stance on what ‘counts’ as evidence. I argued that it’s important not to discount evidence that doesn’t fit this mould but which could be highly relevant to teachers.

The importance of engaging with a range of research was very much on my mind in early July when I attended the United Kingdom Literacy Association (UKLA) annual international conference in Birmingham. The conference included over 100 presentations by teachers, researchers, teacher educators, librarians, literacy charities and many others from across the UK and overseas. These featured a vast array of topics, themes and research methodologies. The UKLA conference is always an inspiring and stimulating event not least because of its warm, inclusive atmosphere that makes it possible to exchange ideas, engage in genuinely critical dialogue and explore possibilities with colleagues with diverse experience and perspectives. This year, it provided plenty of opportunity to reflect on why it is useful for teachers and schools to encounter a range of research on different topics and drawing on varied methodologies.

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The research raincloud

13 September 2022

Daisy Johnson

During one of my final meetings with the Research Mobilities in Primary Literacy Education team, I looked into the corner of the Teams window and watched myself gesturing vaguely to the area above my head. I was trying to explain how I sense there is a ‘raincloud’ of research that I can feel and see implemented around me, but as a classroom teacher, I have my umbrella up to it for much of the time because there are so many competing demands in my working days. Putting the umbrella away and making time for research to enrich and inform my teaching practice was, for me, a rare gift from the pandemic.

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Project Launch

New project to examine how primary educators access research to inform teaching

We are excited to launch our two-year research project today, 4th January 2022. You can read our press release at the links below:

Sheffield Hallam University press release

“It is important for primary teachers to be able to draw on a range of research to inform their practice. The way teachers access that research has evolved in recent years due to changes in the educational landscape and communication channels.

We also want to find out whether some kinds of research move more easily than others, and if so, how the key messages from research studies change as they move between researchers and teachers.

The project’s findings will be valuable to all those with interest in the relationship between research and literacy education.” – Professor Cathy Burnett

Lancaster University press release

“Recent upheavals in our education system, not least those caused by the pandemic, have disrupted traditional routes of accessing research. We know that teachers in England display ingenuity and creativity in accessing good ideas and advice to help them improve their practice.

In this project we’ll be exploring their networks and strategies, from Twitter accessed at home to research disseminated in their schools.” – Professor Julia Gillen

University of Stirling press release

“Examining the ways research moves (or not) is important given the complex array of digital platforms, increasing digitization and datafication of research, and number of new influential actors.

This study is an opportunity to explore the dynamic nature of the mobilities of research using innovative methodologies and will help educational professionals and researchers better understand what is needed to encourage research movement.” – Dr Terrie Lynn Thompson