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 suggested in the quote, I shared the research story with the aim to hold your attention, to keep you turning these digital pages, and to read to the end of this inquisitive inquiry adventure. In this section, I revealed the plot lines and scenes as I explained 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 resisted attempts to "impose a single, umbrella-like paradigm over the entire project" (Denzin, 2017, p. 10). Throughout this research I attempted to reframe traditional written 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 examined 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 in the previous section. The methods section outlined: a) data gathering strategies and practices; b) research timelines and phases for the research; c) details about participant selection and considerations for anonymization; d) processes for interviewing; and, e) details about data coding and analysis. Once issues of validity and ethics were reviewed, a crystallization of the research design was shared.

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