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.
Continue reading Not just ‘what works’ but ‘what else’ in literacy education