Co-Production and Multimodality: Learners as Co-Researchers Exploring Practice

Autor/in	Hanks, Judith
Titel	Co-Production and Multimodality: Learners as Co-Researchers Exploring Practice
Quelle	In: Educational Action Research, 29 (2021) 3, S.462-482 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanks, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1812417
Schlagwörter	Teacher Researchers; Student Research; English for Academic Purposes; Foreign Countries; Action Research; Second Language Instruction; Reflection; Applied Linguistics; College Students; College Faculty; Research Methodology; Inquiry; Teacher Student Relationship; Cooperation; Visual Aids; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerforschung; Studentenforschung; Ausland; Projektforschung; Fremdsprachenunterricht; Linguistics; Linguistik; Angewandte Linguistik; Collegestudent; Fakultät; Research method; Forschungsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Kooperation; Anschauungsmaterial; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01