Presentation on theme: "Researching with Students: Challenges and Possibilities Angela Brzeski Zoe Fowler Literacies for Learning in Further Education project (LfLFE)"— Presentation transcript:
Researching with Students: Challenges and Possibilities Angela Brzeski Zoe Fowler Literacies for Learning in Further Education project (LfLFE)
Getting the students on board Initially, the college-based researcher teaching the researched unit tried to choose a variety of students from different ages, sexes, backgrounds and ethnicities. Those students were approached and invited to be involved. Involvement was voluntary.
The work that I am doing must be really important because so many people here are thanking me Keeping the students on board
Keeping the students talking
IOut of all the reading that you do, what sorts of things do you read that you really enjoy reading the most, that you really look forward to reading? ARDunno. IIs there anything that you like doing? ARWhat do you mean? IOut of all the reading activities that you have talked about here (in this interview) and the things that you have taken photographs of, or maybe you havent taken photographs of, is there anything that you know that you like reading. ARI would say Autotrader, end of story. Or any car magazines. Keeping the students talking
ISet out so that it looked more like a magazine rather than a textbook. ARYes, it looks a bit boring. IRight, so thinner would you say? ARYes, thinner and this one obviously is going to get you scared. IYes. It would get me scared. ARHow am I going to finish off this book? IYes. ARThere must be 2000 pages in there. IWhat about the text type? ARNasty. INasty. So what text would you like to see? ARBig bold writing or something, you know, big writing. Normal, big text. IRight, so bigger text would encourage you to read it. ARSomething like that (pointing to a page from Autotrader magazine in photo) IWith spacing, quite a lot of space between sections? ARYes. Keeping the students talking
Summary of dilemmas How do we access the same richness of data from students who find the data collection to be challenging or difficult? How can we ensure that we place the same value on data that has been expressed less fluently?