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

Research Design

The writer's object is-or should be-to hold the reader's attention. ... I want the reader to turn the page and keep on turning to the end.
Barbara Tuchman, New York Times, February 2, 1989.

As I share the research story, I aim to hold your attention and keep you turning these digital pages, to read to the end of this inquisitive inquiry adventure. In this section of the dissertation, I lay out the plot lines and scenes as I explain the methodology, methods, validity, and ethical considerations for this research. While the methodological tools applied to this research are reflective of the theoretical and conceptual frameworks, I resist attempts to "impose a single, umbrella-like paradigm over the entire project" (Denzin, 2017, p. 10). Throughout this PhD research I attempt to reframe traditional research stories as I "move forward into new spaces, into new identities, new relationships, and new radical forms of scholarship" (Denzin, 2017, p. 14). In the methodology section, I explicitly examine why post-intentional phenomenology and crystallization are responsive to research investigations with a focus on MDL and OEPr, and how these methodologies align with the theoretical frameworks shared thus far. The methods section outlines data gathering strategies and practices, research timelines and phases for the research, provides details about participant selection and considerations for anonymization, processes for interviewing, and details about data coding and analysis. Once issues of validity and ethics are reviewed, the research findings are shared.

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