“That very fine balance”: Shifting understandings of research credibility and criticality
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“That very fine balance”: Shifting understandings of research credibility and criticality
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In this episode, teacher Laura Heads and researcher Gill Adams discuss the shifting meanings and contexts of credibility when it comes to literacy research.
What researchers mean by research credibility may differ from the markers of credibility that matter to teachers. Different teacher priorities and pressures influence their understanding of credibility. Some may want research that provides answers to classroom problems; others may prefer research that questions their assumptions about children’s literacies. Finding the time to critically gauge the credibility of research can become difficult. All this makes considerations of credibility messy, contextual and complex. Much like literacy research itself, there are no easy answers, no one correct way of doing things. Critical conversations within professional communities can offer teachers valuable signposts, provide some space for reflection, and empower them to question research.
This podcast is produced for the Research Mobilities in Primary Literacy Education project. You can find the episode transcript and more information about the Research Mobilities project on our website: https://research.shu.ac.uk/researchconversations/