Figure 24: Criterial Judgements
1 2023-06-29T18:10:56+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06 2 2 Note: compiled and remixed from Scott, 2014. Published under CC BY license (DeWaard, 2019). plain 2023-10-31T17:08:03+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06This page is referenced by:
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here it outline the contributions from this research
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As part of the P-IP methodological process, this critical reflection provides some insight into possible and potential contributions of this research, using criterial judgements identified by Scott (2014) (see Figure 24). Tracy and Hinrichs (2017) share eight criteria for qualitative quality which include elements relating to the implications and limitations of educational research. These include whether the research focuses on a worthy research topic, incorporates rich rigor, reveals an ethos of sincerity, demonstrates credibility, resonance, significant contribution, ethics, and meaningful coherence. Although it would be of value to explore each of these, I will limit my concluding thoughts to specific criteria for qualitative quality found in this research. In examining implications relating to this doctoral inquiry, I will touch on how this dissertation is a worthy topic since it has relevance, timeliness, significance, and interest to the field of study. The credibility of this research is characterized by explication of tacit knowledge, crystallization, and member reflections. Resonance relates to how audiences of the research may be moved by evocative representations and transferrable findings (Scott, 2014; Tracy & Hinrichs, 2017).
Since all “judgements about educational matters are inferential” (Scott, 2014, p. 503), the judgements identifying contributions of my research are inferred. Dimensions to use when assessing the internal and external worth of research in education include epistemic, technological, capacity development, and value to economic contributions (Scott, 2014). I crystallize elements of the criteria identified by Scott (2014) (see Figure 24) to the following areas of focus - my contribution to the study of media and digital literacies in education, the application of inquiry into the teaching and scholarship of teacher educators in Canadian contexts, and the value of MDL research into open educational practices.