Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Crystallizing Theoretical and Conceptual Frameworks

I will attempt to bring these theoretical and conceptual frameworks together as part of my efforts to examine the whole entirety of this research literature. This is part of my crystallization process. As I examine the smorgasbord of elements in isolation, I realize that the many disparate elements can imply a discontinuity in how these individual frameworks will inform my research actions. The crystallization methodology, as revealed in the next section, suggests the application of a fluidity of ideation while bringing elements into focus in order to see what frames my seeing (Lather, 1993). Not only will this fluid shifting of concepts provide an intermittent and changing focus, it will open up “spaces of constructed visibility and incitements to see which constitute power/knowledge” (Lather, 1993, p. 675). I suggest this will enhance a feeling of openness as I interweave conceptions throughout the proposed research methodologies and phases, as outlined in the next section.
          The role and identity of the TEds as the participants, is paramount and central to the research. By focusing on the person in the first phase of the research and interview, I will begin the research by identifying characteristics and qualities of the OEPr of TEds within Canadian FoE contexts. This is central to the P-IP theory as previously outlined and P-IP as methodology described in the next section.  Bringing my awareness and experiences with OER, OEP, and OEPr can support me in the second part of the interview. With a focus on OEPr, I will crystallize attention on identifying qualities, characteristics, and negotiations into openness exhibited and revealed by the participants in both phases of the research (see Figure 9). As identified in the interview protocol (see Appendix D), I will focus research attention to the MDL skills, fluencies, competencies and literacies of the TEds, as revealed and shaped within their OEPr, and as these relate or are influenced by their FoE contexts. It is through these stories of lifeworlds, lived experiences, and intentionalities, that the MDL will be revealed. This is not a linear process, nor is it bound by time or spaces. As evident in the description of P-IP research, my  research will crystallize from a fluid, iterative, permeable, malleable, and reciprocal research process.

Figure 9 - Crystallizing Research Frameworks

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