Tag: July

INF533- Module 1: Reflections & Tasks

Module 1: Reflections & Tasks

This module introduces the pros and cons for digital and physically printed literacy utilising some excellent videos and articles.

In particular, I was drawn to the article ‘What is a book in the digital age’ by Her comparison of eBooks and pBooks (printed books) in modern day, contains both pros and cons for each print-type, rather than just spruiking the benefits of eBooks, as is common in so many articles. She also takes the time to explain why young adults and children may not feel the same nostalgia for print books as their older counterparts- largely (though it sounds obvious once it’s written down) because they have not had the same enriched experiences as the older generations with print. Many young people have grown up with immediate and constant access to digital technology and so have not developed a fondness or even a relationship with printed media. Some academics initially coined the term ‘digital natives’ for these generations of digitally plugged-in children, but have since withdrawn and arguably disproved this notion throughout various studies.

I adored the animation ‘How fiction can change reality’ and its reminder to respect the classics but always try something new. Personally, there are few ‘classics’ that I have read as I find them clunky and old-world in a way that I can’t connect to. My dad and I had a conversation about Tom Sawyer and he was shocked that I hadn’t ever read it in school- it was a staple during his education- and that I had no interest in picking it or Moby Dick up. He was also forced to read Sense and Sensibilities at school, a classic that he despised for various reasons. It wasn’t until we unravelled that he had no connection or interest in the period, characters or plot, that he was able to understand my lack of interest in a story like Tom Sawyer. I understand that the classics hold important lessons, but so do modern texts which have, more often than not, admittedly borrowed from classics, but wrap the lesson in a more relatable setting.

Lamb (2011) discusses the modern definition of ‘reading’ and ‘books’ and all those terms can encompass. I believe that reading can include graphics, audio embellishment and interactivity on a digital scale. All of these things, though not necessarily part of a traditional ‘book’ or ‘reading’ experience, help construct a story, enrich world building and contribute to ongoing literacy skills. I am a big fan of the graphic novel and its ability to engage reluctant readers. Admittedly, Lamb (2011) acknowledges the potential difficulties in utilising these mediums (resource availability, cost, skill requirements, technical difficulties and transfer of skills) but is clear in her support engaging with these different styles of reading may be the key to nurturing life-long readers into the future

Joe Sabia: The technology of storytelling is a brilliant example of how storytelling has evolved and is continuing to do so!

Module 1.2 Task

Discussion Forum: Evaluating digitally reproduced stories

After completing the above readings, consider Walsh’s chapter, and share your knowledge, understanding and experiences with digital narratives in the subject forum. What are the key points of synergy that you have encountered? What are the differences?

Add your comments in the Subject Forum.

I have seen digital narratives utilised, largely in a K-2 setting, as a whole class study and as part of small group rotations. Prior to independent work, all students should be introduced to the traditional concepts of reading to provide them with a supportive launch pad into literacy (Walsh, 2013). With a focus on picture books and early readers, I have noticed the necessity for the inclusion of audio help or a read-to button, which helps students identify new words, how they are pronounced and, sometimes what they mean. Additionally, there are options to change text style, size and colour to cater to individual needs and to change the voices, volume and reading speed. However, these programs do not offer decoding strategies for students to build on.

Throughout the use of digital literature, it remains the duty of the educator to ensure the quality of the text, as in traditional resourcing. This includes ensuring the language used is related directly to the visuals and the pronunciations must be in a relatively local dialect to be useful eg Australian English versus the UK or US English. Additionally, all content must, in some way, relate to syllabus and curriculum documentation so students are working towards an achievable goal while enjoying, engaging and interacting with quality texts (Walsh, 2013).

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).  https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

Module 1.3 Task

Discussion Forum: Trends in digital literature

Undertake some reading and research to find further evidence and/or information about the developments and new directions in digital literature. What issues have emerged for you?

Share your ideas in the forum, and add links to the Knowledge Networks diigo space. Be sure to add INF533 as one of the tags.

I found a brilliant TED talk I found via Diigo: The essential elements of digital literacies: Doug Belshaw at TEDxWarwick – YouTube

The concept of ‘digital literacies’ as plural, rather than a sequenced model targeting one type of literacy, seemed strange to me at first, possibly because I have worked in education systems that spruik the one ‘digital literacy plan’ (to rule them all!). When I understood that there are different types of literate eg social, civic, critical etc, as discussed in the video, it made more sense, as did the ‘remixing’ Belshaw (TEDx Talks, 2012) describes. Additionally, I enjoyed the idea of finding a common ground between ‘important issues’ and ‘areas of interest’ to develop digital literacies- any teacher knows that planning around student interests usually gains the most engagement, as people want to enjoy what they are learning about.

A common concern I found throughout the literature, was the suspicion that rural schools will encounter difficulties in adapting to these new types of literature (Herold, 2015; Salemink, Strijker & Bosworth, 2015). These concerns arose primarily due to isolation, lack of resources and lack of technical support and staff specialising in ICT and digital literature. Additionally, ongoing support and training for staff will be necessary to maintain useful programs that are relevant to student learning and the curriculum.

References

TEDx Talks (2012, March 22). The essential elements of digital literacies: Doug Belshaw at TEDxWarwick [Video] Youtube.

Herold, B. (2015, July 29). Freedom to experiment presents challenges for school innovation networks. Education week, 34(37), 10-11.

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

Salemink, K., Strijker, D. & Bosworth, G. (2015, September 26). Rural development in the digital age: A systematic literature review on unequal ICT availability, adoption, and use in rural areas. Journal of Rural Studies, 54, 360-371. https://doi.org/10.1016/j.jrurstud.2015.09.001

INF533 and COVID

Welcome back!

The world is still in turmoil over COVID, jobs are still in question and Melbourne has, as of midnight last night, returned to quarantine as a whole. Things are mad but, luckily, the Central Coast seems to retain it’s relaxed stance on just about everything while remaining socially distanced enough to avoid a secondary outbreak… for now.

This semester I am studying INF533- Literature in Digital Environments. I am curious about this course and how it can apply to libraries. Will it be all pro-digital literacy or will it investigate the benefits of both eBooks and printed books?

As for myself, I continue to move between digital literature and physical as I proudly display my novel collection in my home, in my photographs and on my bedside table. At the same time, I keep my Kindle and my phone open to digital novels for those times I need to read on-the-go and cannot tote around a satchel of printed work (I am not excessively strong or coordinated, of which both is needed to successfully maneuver a book on a moving bus).

 

ETL401 Week 2 & 3 module responses

2.1

What is information?

From this module, I have learned that information is a complicated concept but there are two main types of information: semantic & classic.

Semantic information is concerned with meaning, without getting hung up on how it is delivered. Classic information seems to be more scientific in process, able to be measured and defined (Fitzgerald, 2019).

How does the information affect how we communicate, learn and use information?

Information has made it much easier to communicate in previous years, across country and internationally, personally and for business. It has helped create new jobs and areas of speciality in business. Advancements in information technology has also helped develop education, provide it to those who, previously found it out of financial or physical reach and create resources and programs within classrooms to support students of all ages. Additionally, the development technology allows people to access information immediately, as Floridi (2007) predicted, making information and technology a part of real life (RL) so much so that some people find it impossible to consider life ‘before’.

References

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

2.2 ‘Information society’

What do you think this term means?

‘Post-industrial society in which information technology (IT) is transforming every aspect of cultural, political, and social life and which is based on the production and distribution of information. It is characterized by the (1) pervasive influence of IT on home, work, and recreational aspects of the individuals daily routine, (2) stratification into new classes those who are information-rich and those who are information-poor, (3) loosening of the nation state’s hold on the lives of individuals and the rise of highly sophisticated criminals who can steal identities and vast sums of money through information related (cyber) crime (WebFinance, 2016).’ (Fitzgerald, 2019)

I connected more with this second definition and appreciated the specific nature of it. Defining information is a complicated concept (Fitzgerald, 2019) and many have tried to do just that with limited success. Looking more broadly at the infosphere (Floridi, 2007) requires a closer look, rather than a broad brush approach.

For each of the characterisations in the above definition, I can think of an immediate example, most of which directly relate to my own experiences:

  1. It cannot be disputed that IT is much more integrated and prevalent in everyday life today than, even, fifteen years ago. Hand-held mobile devices, Smart TV’s and increasingly inexpensive portable laptops and tablets mean information is readily on-hand at any time. The availability of internet connectivity with the development and implementation of wi-fi in public spaces also contributes to the current ease of information access.
  2. The development and availability of technology providing access to information has helped create a new class divide in society. Initially, individuals who could afford to buy expensive lap-tops, mobile phones and other personal technological devices had an immediate advantage over their less financially capable counterparts. They were able to develop new skillsets and access new areas of commerce and finance that were unavailable without the right equipment.
    More recently, with the increased presence of technology in education, personal lives and business, the physical devices required to access information have become less expensive and seen less as exclusive and more mainstream, necessary for everyday life, as Floridi (2007) predicted. That said, there remain certain brand names and models that maintain elitist advertising campaigns, targeting those individuals, businesses and schools with a higher spending bracket.
  3. The rise in cybercrime in recent years can be clearly seen in local and international news. The Australian Cybercrime Online Reporting Network (ACORN) reported a rise of around 20% in cybercrime from 2017-2018 (Reddie, 2019). The more development in technology, the ore highly skilled criminals are operating in society as characterised by the above definition.

Why is it important for the teacher librarian to have an understanding of the information landscape?

Due to the pervasive nature of ICT (WebFinance, 2016), it is imperative that TL’s possess a relevant and broad understanding of the information landscape for a number of reasons. The idiom ‘forewarned is fore armed’ comes to mind when considering the information society.
It is important to help students develop a firm understanding of the information society at an appropriate level and to also provide support and guidance when accessing the information landscape for their learning and socialising.
Floridi (2007) predicted that ICT would evolve to the point of ‘a-live’ (artificially live), for example, self driving (or autonomous) cars that are predicted to be on our roads some day soon (Porter, 2012; Niccolai, 2012; BMW.com; Allianz.com.au). In the very near future, TL will be teaching students who have never known life without an extremely high level of integrated ICT, if it isn’t already happening. These students will have huge stores of prior knowledge and an elevated ICT skillset that generations before had not had the opportunity to develop. As it is, TL’s are already experiencing this with social media platforms, email and the use of Google. As such, it is the TL’s responsibility to keep up with changes to provide quality, relevant teaching and learning opportunities and develop the necessary higher order thinking skills needed to be a productive member of society.
Additionally, TL’s need to accept the fact that their physical resources will, more than likely, become totally digitised in the future (Ciccone & Hounslow, 2019) and familiarise themselves with appropriate online software and programs to support their fellow teachers and students.

References

Allianz.com.au (n.d.) Self-driving cars- the future of motoring? Retrieved from Allianz Australia website: https://www.allianz.com.au/car-insurance/news/self-driving-cars-the-future-of-motoring

BMW.com (n.d.) The path to autonomous driving. Retrieved from BMW  website: https://www.bmw.com/en/automotive-life/autonomous-driving.html

Ciccone, A. & L. Hounslow (2019). Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Niccolai, J. (2012). Self-driving cars a reality for ‘ordinary people’ within 5 years, says Google’s Sergey Brin. Retrieved from Computerworld website: https://www.computerworld.com.au/article/437481/self-driving_cars_reality_ordinary_people_within_5_years_says_google_sergey_brin/#closeme

Porter, I. (2012). Autonomous cars soon. Retrieved from https://www.goauto.com.au/news/general-news/technology/autonomous-cars-soon/2012-07-20/22168.html

Reddie, M. (2019). Cybercrime skyrockets in NSW as murders and robberies fall. Retrieved from ABC News website: https://www.abc.net.au/news/2019-02-11/cybercrime-skyrockets-in-nsw-as-murders-and-robberies-fall/10776982

ETL401- Week 2 Reflection activities

2.2

Define ‘Deep Web’

A google search defined the Deep Web as ‘the portion of the Internet that is hidden from conventional search engines, as by encryption; the aggregate of unindexed websites’ (dictionary.com). While the Interact2 search returned the definition ‘online content that cannot be accessed through search engines, for whatever reason- often estimated to account for as much as 90% of the internet’ (Chandler & Munday, 2016)

 

Think about the ramifications of having ready access to information at all times. For example, how does this aspect affect you and your capacity to study this subject. What are 3 benefits and 3 negatives?

 

Positives

  • ‘No right to ignore’ (Floridi, 2007). As predicted, possessing information on demand requires humanity to be more accountable for their actions. Ignorance is no excuse when a quick google search for the lastest news items, legislation changes or topics could illuminate a serious deficite in society eg. The severity of plastic pollution and its effects on the environment or the high correlation between lung cancer and smoking cigarettes.
  • Easier lines of interaction via improved technology eg mobile phones, internet and laptops, have boosted economies around the world. Widening possible sales markets via social media and online shopping opportunities has allowed businesses to expand their potential market, increase their sales and stimulate online economies which, hopefully, then feeds into local economies. It has also provided opportunities for collaboration between businesses and new markets have developed as a result.
  • Floridi (2007) predicts a merging of real life (RL) and the ‘infosphere’, which, as we know, has come to pass. In integrating technology and the web into RL new job opportunities have been created. The development of new technology and infosphere spaces have necessitated new job roles and provided multiple new areas of employment and specialisation.

Negatives

  • Depersonalisation is one factor attributed to increased burnout levels in certain professions, including education, nursing and counselling (Maslach, Jackson & Leiter, 1986; Romano, Harris-Looby, Farrel, Mccrink & Wolman, 2016). It could be claimed that integrated technology and the lessening need to speak face-to-face with other people has the potential to increase levels of depersonalisation, particularly in students and children who have never been without wifi and Facebook. Depersonalising the internet and technology has led to the development of ‘trolls’ and ‘trolling’- leaving insulting messages on the internet anonymously or ambiguously with no purpose other than to annoy or hurt someone (Cambridge Dictionary Online).
  • Research skills- as a Class Teacher and a Teacher Librarian, I have noticed the increased lack of research skills being developed in students moving through primary schools. Students have regularly suggested I ‘Google it’ to find something out but, aside from typing in an ambiguous phrase and hoping for the best, their deep research skills are limited and they struggle to find appropriate language or phrases that will be useful in finding their answers.
  • ‘Fake news’ is a phenomenon that is not new but is being more recently acknowledged by the general public. Easy access to the internet and information gives the impression that all and any information found on the internet- be it search engines or social media platforms- must be correct and accurate. Perhaps, when the internet was just developing and less people had access to publishing information online, facts were more reliable. Now, however, with the development of social media and sites like Wikipedia, which allow access to any willing contributor, information found online must be read critically (Kurland, n.d.) before accepting it as ‘knowledge’ (Bryman, 2016).

 

References

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Cambridge Dictionary Online: https://dictionary.cambridge.org

Chandler, D. & R. Munday. A Dictionary of Media and Communication (2nd Ed. ), 2016. Publisher: Oxford University Press.
Available from: https://www-oxfordreference-com.ezproxy.csu.edu.au/view/10.1093/acref/9780191800986.001.0001/acref-9780191800986-e-3138

Dicitonary.com: https://www.dictionary.com/

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Kurland, D. (n.d.). Reading & writing ideas: What is critical reading?. Available from www.criticalreading.com

Maslach, C., S. E. Jackson, M. P. Leiter (1986) The Maslach burnout inventory manual (Third Edition) Available at https://www.researchgate.net/profile/Christina_Maslach/publication/ 277816643_The_Maslach_Burnout_Inventory_Manual/links/5574dbd708aeb6d8c01946d7.pdf

Romano, T., J. Harris-Looby, J. Farrell, C. Mccrink & C. Wolman (2016). Special and general education teachers’ perceptions of school reform initiatives relationship to stress and burnout. Available at https://primo.csu.edu.au/discovery/fulldisplay?docid=proquest1870036802&context=PC&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

 

 

Creative Commons

Creative Commons is an organisation that protects individuals by covering their work under copyright but still allowing others to use and build upon their work uncer certain circumstances. CC allows works to be used for educational purposes eg copying or distroibuting so long as due credit is given.

I have placed the relevant licence in the footer of my blog to let users know that they may use my work for non-comercial applications as long as they include due credit for the original ideas.

For more information: https://creativecommons.org.au/learn/education/

 

ETL401- Assessment Item 1, Part B

Task: Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools. 

My favourite description of teacher librarians (TLs) is that they are ‘gatekeepers of knowledge’ (Ciccone & Hounslow, 2019). My own enjoyment of reading developed, largely from my involvement with my primary school library and my fantastic TL, Mrs Wells. My memories of the library involve regular lunch time readings in the ‘book pit’, after school clubs and being able to borrow any book from the fiction section. The library was a mysterious, fabulous oasis with hundreds of stories to explore and a strict, but funny ‘gatekeeper’ who seemed to know where everything about anything could be found.

It is impossible to deny that the role of TL is a complicated, multifaceted one and, though many definitions have been attempted, few encapsulate the role in its entirety.

Traditionally, the role of a TL includes reading, sourcing, shelving and sharing quality resources (Novonty, 2017) with students and staff. I maintain that this role continues to be an important aspect of the TL position. For some students, the school library is the only exposure they will have to quality literature and may be the only opportunity they have to access texts that suit their specific interests. The TL also provides pivotal resources to staff in both hard and digital copy with the ability to focus on selective topics, units, events in history and current media to ensure that learning in the classroom is relevant and authentic. By working collaboratively with staff (Schulte, Tiffen, Edwards, Abbott & Luca, 2018; Reed & Oslund, 2018), TL’s are able to ensure that classrooms possess a variety of engaging resources ie. book corner/bookshelf stock, unit props and related texts accessible at multiple learning levels, to support students and staff planning.

I believe that TL share the responsibility with classroom teachers to encourage a love of lifelong learning and a joy of reading in students. TL have the ability to specifically focus on supporting literacy and comprehension skills in a variety of contexts and on numerous topics tailored to suit either student interest or school planning. Addressing and developing comprehension skills will provide students with the support and tools needed to succeed in numerous areas of their education (Reed & Oslund, 2018).

With the integration of technology in schools, the TL must now be able to support students in the access and development of digital literacy skills (Ciccone & Hounslow, 2019) while continuing to provide engaging and authentic learning experiences that contribute to the development of lifelong learners (Schulte et. al., 2018) and responsible digital citizens. Personally, I have been asked to provide lessons and programs on online safety, social media, Google Classroom, Lexile Readers and problem based inquiry tasks.

Additionally, the library is often used as a place of refuge accessible to children overwhelmed and overstimulated in the playground. As TL I have been able to facilitate student social support groups for those who need a quiet environment or structured lunchtime activity. Library based activities such as book club have provided opportunities for more introverted students to engage socially and provided safe spaces for students struggling in the playground or in life in general.

The role of TL is not simple or easy, but one of many hats that is an integral part of the schooling system that should not be overlooked or taken for granted.

 

References

Ciccone, A. & L. Hounslow (2019). Re-Envisioning the Role of Academic Librarians for the Digital Learning Environment: The Case of UniSA Online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Novonty, R. R. (2017). The Hidden Roles of the School Librarian. Retrieved from https://search.proquest.com/docview/1896118907

Reed, K. N. & Oslund, E. L. (2018) School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role. Retrieved from https://files.eric.ed.gov/fulltext/EJ1202900.pdf

Schulte, J., B. Tiffen, J. Edwards, S. Abbott & E. Luca (2018). Shaping the Future of Academic Libraries: Authentic Learning for the Next Generation. College & Research Libraries, July 2018, 79(5) Available at DOI: https://doi.org/10.5860/crl.79.5.685

 

Word count: 548

EER500 Week 1, Chapter 1 & 2 Review

EER500

Week 1 Readings: Chapter 1 & 2, Social research methods. Bryman A. (2016)

Diving back into the readings for university was a lot more full on than I remember from my Undergraduate degree. My plan moving forward is to take it slow, pick and choose my targets and use this blog and my notes as a reflective workspace.

I have decided to pick 2 or 3 Review Questions from the prescribed texts to answer at the end of each chapter to confirm my understanding of concepts and to practice my APA referencing skills prior to any assessments due.

 

Chapter 1

This chapter was a juicy introduction to social research, painted in broad strokes; what is it? why is it done? how?

My main take away notes are:

  • social research is messy with many obstacles and does not operate in a vaccum; be patient!
  • being aware of previous research conducted in the area of your research project/paper is imperative. It will save you time and build upon your knowledge to give you a better chance at avoiding obstacles, mis-speaking and theorising more specifically.
  • there are a variety of different research methods- it would be wise to broaden your understandings of them to potentially discover a previously unchecked cache of information.
  • changing your research questions partway through is ok, so long as you are creating valuable, meaningful questions that helps direct your research.

1. Why is a literature review important when conducting research?

The concept of a literature review, while new to me, stood out as common sense when conducting a research project. Bryman(2016) explains that conducting a literature review prevents you from being ‘accused of not doing your homework and therefore naiively going over old ground’. Basically, taking the time to read key papers and authors* will save you time going over something already explained to death and potentially provide a new starting point from which you can engage in the subject. This will allow you to build on a concept rather than revise it. It also provides the opportunity to broaden your knowledge of the subject, determine any opposing theories or arguments and examine any clashing evidence critically. Including all of these things in a research project would provide a substanatial basis for your working theories and concepts.

*Granted, it is important to engage critically with previous publications and determine how relevant they are to your specific area of research- what methods have the author/s employed? are they discussing the exact same concept or have you only been able to find papers vaguely related? are they supporting your concepts or arguing against them? (good to know so you might argue against their case in your later writing using research to compare and contrast the two persepctives) is their case supported by evidence or purely opinion? what evidence from their work could be used to support your work (relevance)?

2. If research does not always go according to plan, why should we bother with methodological principles at all?

Bryman(2016) uses the example of research conducted on construction projects and what can waylay their successful completion. He says that, although numerous potential problems were uncovered, it was never once considered that ‘the principles of construction and construction management should eb abandoned’. He explains that, should this happen, project managers would not know where to go next. Similarly, throwing out the time tested methodological principles of research would leave researchers at a loss as to where to start. By utilising methodological practices as a skeleton plan, retaining flexibility, rather than rigidity, researchers have been able to adapt to the unpredictability of their findings as discussed in the Student Experience (Bryman, 2016, p. 11) where Hannah Creane explained that, through research and reflection, she altered her original research questions to become more precise and sophisticated. By maintaining flexibility, Hannah was able to zero-in more specifically on her area of interest and direct her questioning to better gather data while still following the general methodological practices laid out in the textbook.

In short, methodological principles give us a starting scaffold to work from.

 

Chapter 2

1. Outline, using examples of your own, the difference between grand and middle-range theory.

Middle-range theory example: I related most to these as they are specific questions or areas of investigation and usually relate to the real world. Eg In this generation, how many times will the average person change careers based on trends of previous generations? (Any guesses?!)

Grand theory* example: I find it difficult to name a specific grand theory of my own as it is a new concept to me- I knew these ‘big ideas’ had names, I’ve just never seen them before. The best I can do is say that grand theories are more generalised and certainly abstract in comparison to middle-range theories. They are based more in structured theorietical research (though that is not the rule) and seperate from the physical, social world.

*Not entirely sure why but I love the name ‘grand theory’, make sit seem a little more important and epic.

 2. What are some of the main influences on social research?

Bryman (2016) explains in Figure 2.3 (p. 39) that there are 5 main influences on social research.

1) Theory: Is it a middle-range or grand theory? Is your data supporting your concepts and theory? Consume previous research on the topic to prevent redesigning the wheel.

2) Values: the bias/mindset/core values/connections/sympathies of the researcher or the research method. Bryman (2016) says that all research methods are formed with some kind of social and/or political influence, it is inescapable. My thougths are, considering humans are emotional beings with established values and impressions, it would be difficult to establish a method without bias, however hard someone has tried.

3)Practical considerations: Deehan (2019) explains that time and money are two things that run inevitably short. Planning for practical, affordable research (both in time and cost) is important so that projects aren’t left half done.

4) Epistomology: ‘the question of what is (or what should be) regarded as acceptable knoweldge in a discipline’ Bryman (2019).
Basically, what is or isn’t proven and supported knowledge.

5) Ontology: ‘the nature of social entities’ Deehan (2019). The study of whether social entities exist independently of our understanding of them or they are created by them, constantly adapting. Do social structures happen without our input or are we creating social structures by functioning?

 

Reference List

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Deehan, J. (2019 07 17). EER500 (201960) – Week 1 Lecture.
Retrieved from https://www.youtube.com/watch?v=xmyCLyRnCqQ

A Bit About Me…

My name is Nicole.

I am currently studying Masters of Education (Teacher Librarianship) online and have been asked to use this platform as a reflective tool during my studies.

A bit about myself:

  • I have been teaching in primary schools in various roles over the past 9 years with focusses on behaviour and learning disorders, technology and literacy.
  • I recently spent 2 years living and teaching in East London learning about new theories and educational practices.
  • During that time, I travelled all over the UK and Europe, largely to places that have some kind of connection to literature (and movies, if I’m honest). I adore travelling and, had money not run out and my visa not fallen through, I would probably still be over there running around like a crazy.
  • Aside from teaching, travelling and books, I love to cook and bake. In a dream world where money isn’t an issue, I would own a bookstore/cafe of sweet things somewhere sunny.

Out of curiosity, what would you be doing if money was no issue?