Crystallizing the discussion
Through this discussion, I make sense of these lived experiences within the broader fields of media and digital literacy, open education, and teacher education. What emerges is a story of MDL relevant to communication, creativity, connecting, and criticality. Although I juxtapose and merge ideas to shape my understanding, I recognize that this discussion is a liminal space, shifting through and between what is known and unknown as evidenced in the findings, becoming as it is written. In this way, I generate "knowledge that is partial and prismatic. Knowledge that admits its failures and opens up new ways of thinking" (Cannon, 2018, p. 572).
As I crystallize the findings of this research in this discussion, I focus through the dimensions evident within the participants’ ethos and stories. I revisit the entangled conceptions of MDL as remixed within this research. I expose the confusion emerging between the conceptions of media and digital skills, fluencies, competencies and literacies (see Figure 10) and examine understandings of what is encompassed in the notion of teaching practice (see Figure 3). As I crystallize conceptions, what becomes clear is the complex and sometimes chaotic nature of assemblages gathered from this exploration.