Contribution to research
Contribution to qualitative research in education
This dissertation contributes to qualitative research in education in its unique application of P-IP and crystallization epistemologies and methodologies (see Figure 1; see Figure 13) as well as the application of the ALT-DISS multimodal format using Scalar software. This contributes to capacity development and provides a model for other researchers (Scott, 2014; Tran, 2019) not only to education researchers focusing on teacher education, but to qualitative research and multimodal dissertation applications in other fields of endeavour or other educational research inquiries. In this way, I contribute to the diversity of approaches that are opportunities to unsettle understandings of what P-IP, crystallization inquiry, and multimodal dissertations are or can become (Ellingson, 2014; Tran, 2019; Vagle et al., 2021).This research contributes to capacity development and adds value to inquiry by/for people, aiding transformation and collaboration (Scott, 2014). Through the open approaches found in OEPr, this dissertation has been created and shared through an open, public-facing portal, where private and critical feedback is part of the process. Additionally, transformation and collaboration is evident in the many contributions to scholarly works in qualitative research in education that have been emerged from this doctoral inquiry. These include multiple peer reviewed publications and chapters focusing on digital literacy policy and practice across Canada (DeWaard & Hoechsmann, 2021), digital literacies in faculties of education in Canada (DeWaard, 2022), cross-cultural mentoring in professional learning (DeWaard & Chavhan, 2022), online course design (van Barneveld & DeWaard, 2021), assessment practices (DeWaard & Roberts, 2021), intentionally equitable hospitality (Bali et al., 2019), intentional open learning design (Roberts et al., 2023), and educommunication (DeWaard, In Press). Additional scholarly works include book reviews (DeWaard, 2021; DeWaard, 2020), research reviews (Farrow et al., 2021; Weller et al., 2023), and conference presentations. These contributions, in turn, have reciprocally shaped this dissertation.