plan: following a traditional structure

1)    Illustrative quote: introduction

Establish context for this area of work i) austerity: literacy crisis has become a financial crisis:  the un/hinging of skills policy ii) SfL as history: continuity and change

2)    Theoretical framework

As it relates to literacy: competing conceptualisations and metaphors – but primarily more than, other than skills : literacy as a policy construction nature of the relationship

As it relates to teacher education: is there is specific ‘pedagogic content knowledge’ as distinct from other ways of knowing this content and what are the implications

3)    Lit Review

Professionalism that centres on a deep seated polarity: economy of performance vs. the ecology or practice – with regards to the construction of literacy – ‘as implementers of government policy’.  Kell – literacy as shell / Wilson – literacy as 3rd space / Scotland: the wheel / Ivanic: literacies for learning – less detailed explorations into teachers attitudes, the beliefs, dispositions, experiences they bring to the encounter  (Ellis & LfLin FE video).

4)    Methods – research participants and sites; data sources & procedures (interview protocol); researchers positions; data analysis

naturally occurring data – in process – discourse / documentary / situational analysis, approximation of grounded theory: had the advantage of materials that I was implicated in a close to. Written statements, recorded tutorials, lesson observation & reflections, audio-visual diary; the blog; personal language history. No strict protocol as such – apart form questioning. Other activities still ongoing. Reflexivity is key here: this is what emphasis is placed upon situational analysis. Acknowledges my presence in the field. Not action research – improving on practice; not evaluation: these statements not included.

5)    Research findings:
A) i. ii. B )i. ii. C) etc

Too soon to say so tentative:  a) awareness of limitations and contradictions of targets for their practice  b) they have their own construction of literacy / language that connected to place and space c) their own uses of literacy as literacy subjects – explicit, pedagogic and experiential epistemologies

6)    Discussion and implications
a) b) & c)

Too soon to say so tentative:  a) recognition of constraints and limitations but with a resigned acceptance that this is the condition we work within  –  literacies remain un/reconciled b) acceptance closely related to teaching context and what it allowed c) one literacy map collected as part of class exercise


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