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ERIC Number: ED416464
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 19
Abstractor: N/A
Reference Count: N/A
Positioning and Classroom Literacy Research: A Polyvocal Re-presentational Critical Re-view.
Udell, Risa; Meyer, Richard
In an effort to create a polyphonic critical response to the roles of the researcher and the researched in classroom-based literacy research, this paper is formatted as a play--indented parts are direct quotes from others spoken by the speakers. It articulates questions of classroom literacy research as it considers the methods, goals, and purposes of such research. It notes that a survey of articles published in "Language Arts" from 1992 to 1997 indicates that the articles written by teachers, paraprofessionals, college professors, doctoral students, reading specialists, and researchers not affiliated with institutions of higher learning. The survey also shows: a variety of qualitative traditions were included in the articles reviewed; the relationships between the researcher and the researched varied considerably from article to article; and researchers and authors made decisions about who would be presented and re-presented and in what ways. The paper notes that qualitative literacy researchers are still inventing their research traditions. It then discusses researching "in,""for," and "with" and how these prepositions will be useful as researchers make sense of the positions of the researcher, the researched, and the extant literature. Contains 16 references and a figure illustrating the relationship between the researcher, that which is researched, and the extant knowledge base. (RS)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A