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• 1 2020-04-15T16:51:39+00:00 Researcher Positionality 11 This is part of the literature review but also a stand alone page describing the position of the researcher in light of the research questions. plain 2020-05-04T19:57:40+00:00      My intention, at the beginning stages of this digital ethnographic research study, is to critically examine the open educational practices of teacher educators to explore where they enact media and digital literacies, tacitly and explicitly. By examining the experiences and expertise of teacher educators who may embody and enact OEPr within their teaching ethos, lessons may be learned that can support the growth of MDL and OEPr within FoE across Canada, and potentially into global teacher education sectors. Currently, there is little research that identifies or examines the depth of knowledge in pedagogy and technology of teacher educators as it impacts on OEPr, both within and outside teacher education spaces.
       This digital ethnographic research study will bring critical subjectivity, collaborative action, a participative reality, and an epistemology of experience (Guba & Lincoln, 2005). My voice, reflexivity and media infused textual representations will be reflexively interrogated as I locate my ‘self’ as researcher-participant, both within and outside the research field of study (Guba & Lincoln, 2005).
       This research benefits from my years of experience teaching media and digital literacy courses in the FoE where I am both educator and student, as well as my extensive background as an elementary school educator. My engagement in global networks (Global OER Graduate Network (GO_GN); UNESCO Open Education for a Better World (OE4BW); Open/Education Technology, Society and Scholarship Association (OTESSA)), cross-border collaborations (Virtually Connecting; International Society for Technology in Education (ISTE) Inclusive Learning Network), and open educational spaces (Ontario Extend, Ontario Open Education Fellows, Creative Commons, Mozilla Open Leaders) will inform and shape this research.
       My intention is to explore how Canadian FoE can support the growing demand for digitally and media literate educators who demonstrate global competencies (CMEC, 2020) and are responsive to global calls for OEPr (Bates, 2019a; Montoya, 2018). My position as researcher is supported by my academic persona as a scholarly writer and as a media-making educator. This supports my notion of becoming and being created through hupomnemata, as evidenced in this graphic Towards an Academic Self. When considering and coding the research data, my media making efforts will further crystallize the findings.