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Teacher research on literacy: turning around to students and technology

Walsh, Christopher S. and Kamler, Barbara 2013, Teacher research on literacy: turning around to students and technology. In Hall, Kathy, Cremin, Teresa, Comber, Barbara and Moll, Luis C. (ed), International handbook of research on children's literacy, learning, and culture, Wiley-Blackwell, London, Eng., pp.499-513, doi: 10.1002/9781118323342.ch36.

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Title Teacher research on literacy: turning around to students and technology
Author(s) Walsh, Christopher S.
Kamler, Barbara
Title of book International handbook of research on children's literacy, learning, and culture
Editor(s) Hall, Kathy
Cremin, Teresa
Comber, Barbara
Moll, Luis C.
Publication date 2013
Chapter number 36
Total chapters 36
Start page 499
End page 513
Total pages 15
Publisher Wiley-Blackwell
Place of Publication London, Eng.
Keyword(s) children
democracy
literacy
social justice
students
teacher research
technology
Summary This chapter first reviews the evolution of teacher research that links inquiry to democracy, social justice, and educational change. It then examines key moves in teacher research in and on children's literacy education. The 'turn around' metaphor is utilized to emphasize our belief that teachers need to engage in research for their own well-being and that of their students and communities. Using the metaphor of teachers 'turning around' to students as researchers and to technology, the chapter explores productive directions for future teacher research, given the strengths of past research and opportunities of the present. The research in this chapter demonstrates that engaging in teacher research has the potential to change teachers' work and their subjectivities.
ISBN 9780470975978
Language eng
DOI 10.1002/9781118323342.ch36
Field of Research 130399 Specialist Studies In Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2013, Wiley-Blackwell
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085024

Document type: Book Chapter
Collection: School of Education
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