Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenologyMain MenuWelcomethis is the starting point and gateway into this PhD dissertation documentBeginninggeneral introduction to this dissertationLiterature Reviewintroduction to the literature review and outlines purpose for theoretical and conceptual frameworksResearch Designoutlines the sequence for the research design - methodology, methods, validity, ethicsData Analysis and Findingsthis is the introduction to the data analysis chapter of the dissertationDiscussionthis is the discussion of the data and analysis reflecting the research conducted for this dissertationConclusionthis page introduces the conclusion of this dissertationReferencesthis is a page describing how the references are organized in this documentAppendiceslist and links to appendices in this dissertationhjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06HJ.DeWaard
Participants - note
12022-10-28T18:05:28+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea0624this is a note describing my process for anonymizing participantsplain2022-10-28T18:11:18+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06As noted in the participant description section of this dissertation, each person is assigned randomly generated initials. This is done to strip gender information inherent in any given or assigned names. Further, I consistently use they/their rather than she/he or him/her pronouns. I attach initials to randomly generated avatar images in an attempt to humanize without revealing identities of the participants. While there may be gender related characteristics in the avatar images, these are in no way attached to any specific anonymized participant. When more than one participant is mentioned, I consistently apply an alphabetic listing to remove any potential privilege I may subliminally apply to participant’s accounts through unnoticed bias in my thinking.
(See Appendix G for randomized avatar images and initials for the participants in this study.)
Contents of this tag:
12022-10-26T20:31:52+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06Appendix G2list of participants' randomized initials and avatar images generatedplain2023-08-12T17:41:52+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
This page is referenced by:
12022-07-08T19:11:12+00:00Data Analysis and Findings25this is the introduction to the data analysis chapter of the dissertationplain1712023-10-01T15:44:55+00:00
A Diamond in the Rough
“Playing with participants, data, and representation creates opportunities for humane, profound, and pragmatic research processes” (Ellingson, 2013, p, 196)
Within this research study, I explored the lived experiences of teacher educators in Canada with a focus on MDL within an OEPr. In this post-intentional phenomenology, fourteen participants revealed their stories of becoming media and digitally literate within an open educational practice in the field of teacher education. The focus here was on describing the facets of the lived experiences of participants – becoming a teacher educator, experiencing an open educational practice, modelling media and digital literacies - and how MDL influenced OEPr in a teacher educators’ teaching practice. As these facets of the participants’ stories are shared, it is important to note that this research is not framed as findings in the traditional research sense. This is framed as a generated narrative, excised from the data gatherings. This narrative is not the only possible narrative found within the participants’ lived experiences, but one story, created and crafted as a representation from the accounts and images of others.
In the research design section, I outlined the phases and sequence of data collection, coding and analysis. Over multiple episodes of listening and relistening to the narratives presented by the participants, I “pay attention to personal preferences and desires, what I care about and what excites me” (Ellingson, 2013, p. 201). Throughout this process, I struggled to make sense of the individual voices and images. At times, the participants’ meaningful moments coalesced together. Through the multiple and many layered listening moments, I paid attention to the outlines of what was important to each participant because these needed to meld into my research story. In order to stay true to the narratives shared and not become distracted while writing about the participants’ lived experiences, I held in mind a collage of images and echoes of our conversations.
As I recursively explored and experienced the video interviews, between bouts of reflective sense-making, these etches supported my struggle to find commonalities and to create a unifying story of the stories shared. Despite a deeper dive into reflective thematic analysis (Braun & Clarke, 2021; Braun & Clarke, 2022), the themes that I strived to find from the codes and keywords eluded me. As a result of this struggle to find the research story, I returned to reflect on my stated methodology of crystallization.
The decision to examine one facet at a time allowed me to focus my attention on singular components within the findings, just as a gemologist might take time to examine the façade, edges, colour, tone, and reflections found within the identified facet of a diamond in the rough. My decision to hold up and examine the words, sentences, and ideas expressed by the participants created a semi-cohesive way to uncover participants’ portrayals within the research findings. The answers to my research questions emerged from this diamond in the rough.