Category: Readings for ARP

Reading ‘Interpreting the map: methods of evaluation and analysis’ chapter from “Visualizing Research” (for workshop 3)

I think this was one of the most helpful chapters on analysing data that I read for this project. However, when I’d first read it for our third workshop, I was at such an early stage of my research that I got quite overwhelmed with all the information that this chapter provides. I came back to it once I gathered my data and was getting ready for its analysis, and that was the moment that I was able to process it better. 

It intrigued me to learn that analysis can be playful, imaginative flexible and reflexive. I made me think ‘I can do it’. At the same time, it is important to remember that: “Qualitative analysis is ‘intellectual craftsmanship’ – playful but methodical and intellectually competent.” (p.132) 

Most important part of this text was the list considerations in the process of analysis. I have put the ones I thought are most relevant to my research into the kind of mind-map to help me internalise the information. 

This chapter also talks about multiple perspectives in analysis. It makes a very interesting point that: 

“The different views either come together to support your argument or make you question your original research proposition. Both outcomes are valuable in research terms. Obviously, it is satisfying to have arrived at some kind of consensus or broad agreement; however, it is equally interesting to have a range of different and possibly conflicting views. (…) An honest appraisal of the strengths and limitations of the analytical approach and methods used is an important part of a research report or dissertation.” (p.142) 

Finally, it describes various tools that you can use to visualise the data. Some of the tools I will not be able to apply to my research, however, it was still good to learn about them. I am drawn to try matrix (depending what data I will have, but I see a scope for using it with the questionnaire results combine with the focus group interview) and mind-maps (one of my go- to tools when learning – Padlet reminds me of them). I quite like dimensional analysis – I want to try that out if I think it can be applied to my data set. 

Refining my research question

Padlet with notes on reading about research question design – https://artslondon.padlet.org/kidzi1/research-question-pxjnvzbmxeufzn2b

I took me quite a long time to narrow down my research question.

The most helpful was our first workshop when we talked about critical friendship, which inspired me to consult with the librarian who also studied on the PgCert. That lead to a very interesting conversations about what I had already worked on, looking at my initial mind-map and putting my research into our local perspective.

That finally unblocked me and I submitted my first draft of the research question and the Ethical Enquiry form. My tutor had provided me with excellent advice and link to an online resource on designing research questions (https://www.scribbr.com/research-process/research-questions/). This website together with the other recommended reading – Research for people who (think they) would rather create (Vic, 2021), were my main sources of information that allowed me to refine my research topic and finish writing my research question.

I used Padlet (https://artslondon.padlet.org/kidzi1/research-question-pxjnvzbmxeufzn2b) to keep my notes on reading about research question design. This was a very useful way of keeping them in one place with clear notes that I could come back to every time I needed.

Readings about citational justice – for workshop 2

Templin, C. (2022) ‘Why Citation matters: Ideas on a feminist approach to research – Blog ABV Gender- & Diversitykompetenz’, Freie Universitat Berlin, . Available at: https://blogs.fu-berlin.de/abv-gender-diversity/2022/01/10/why-citation-matters-ideas-on-a-feminist-approach-to-research/ (Accessed: Dec 29, 2023). 

I really looked forward to reading about citational justice. I have heard my colleagues talking about it and have never got into this subject any deeper before myself. As librarians we help our students a lot with how to reference, and often we need to start with an explanation why we actually do cite. This article gave me lots of food for thought on how I can approach this subject in the future.  

The ‘Why should we care’ part of the blog was particularly interesting to me. The author shares her own experience of finding materials for her essay and realising that a lot of what she was finding “was written by white (male) scholars, who are rarely directly affected by the oppressive system in which they work.” She feels that by searching the writings by feminist scholars of colour, she benefited herself by getting a different perspective on her topic. I found it very inspiring and started paying more attention to who I am including in my bibliography. I did not go as far as Sarah Ahmed in her ‘Living a feminist life’ book, where she decided to cite women only, but definitely went for the materials written by women when having a choice between a few articles or books on the topic I am researching. I will see the results when I compile my bibliography at the end of the project. 

Kwon, D. (2022) ‘The rise of citational justice: how scholars are making references fairer’, Nature, 603(7902), pp. 568-571. doi: https://doi.org/10.1038/d41586-022-00793-1 

It was a very engaging reading. It made me think further about my role as a librarian and ways in which I can participate in reducing inequities in citations.  

It was encouraging to learn what is already being done to address these inequalities. However, it was also shocking that some scholars are met with a backlash when they involved in citational justice. I think it was greatly described in the article here:  

“Outright racist or sexist comments — such as “white people or men just write better papers” — are rare, but people often say that they just cite good science or that they don’t see race or gender. These arguments are problematic (…) because they indicate that people are not actively trying to address their own explicit and implicit biases — or that they are not willing to dig more deeply into the literature in their field to diversify their citations.” p.571. 

Reading “Action research for professional development. Concise advice for new action researchers” by Jean McNiff (reading for workshop 1)

This article is very useful, especially for someone who is quite new to the idea of action research (AR) (me included). The author introduces the idea in a very approachable way and provides more in-depth information on conducting the research in an educational setting. 

What is action research? 

“Action research is a term which refers to a practical way of looking at your own work to check that it is as you would like it to be. Because action research is done by you, the practitioner, it is often referred to as practitioner based research; and because it involves you thinking about and reflecting on your work, it can also be called a form of self-reflective practice.” 

  • The idea of self-reflection is central in AR- researchers do research on themselves. 
  • AR is open ended 
  • It begins with the question “How do I improve my work?”  
  • It can generate new knowledge through dialogue – dialogue of equals – we all share and value one another’s learning. One improves their work for their own benefit and the benefit of others.  
  • Use of research methodology = evaluation of the action 

Focus of AR 

The author mentions the following aspects of AR: 

  • Technical – focus on the research methods and getting them right; main stress is on the procedures, taking the right steps 
  • Values that inform AR – and how the research can lead to living out those values. Method is still important, but we need to look at what’s underlying our action – why and what we are doing, what kind of values and commitments we hold? 

Planning AR 

This is a particularly important chapter for me. The set of questions forming the action plan provided a starting point in thinking about my project for the ARP Unit on the PgCert course. Before reading this text, I felt overwhelmed by this unit and starting my own AR. I’m still a bit anxious, but also excited now when I gathered more information on the subject. 

“The main point is to identify an area you wish to investigate and be reasonably clear about why you wish to get involved” 

Other important points: 

  • aim to address one small aspect of your work 
  • Can I actually to something about this issue? 
  • Once I have identified a research issue, I can formulate a research question: How do I…? 
  • I’m trying to improve something. This doesn’t mean perfection!! 
  • I can focus on improving my understanding or an aspect of the social situation I’m in. 

Gathering evidence 

To gather data about the situation you can use variety of methods: journals, diaries, notes, audio and video recordings, surveys, attitude scales, pictures and so on. You can use different methods at different times. You will need to compare the first set of data with the later sets and see if you can say that there are any changes, that you can show that you influenced the situation. 

Importance of working criteria (connected to your values) – for example if you believe that all people should be treated fairly – what evidence you may have to show that they are treated fairly. 

“To show that you are living in the direction of your values, you need to search your data archive, and produce pieces of data that meet the criteria. When data match the criteria, those pieces of data become evidence.” 

And finally, the quote that in my opinion describes the AR in very encouraging way. I find it motivational: 

“Action research is one way to influence social change. If everyone did a bit extra for someone else, the world would instantly be a happier and more productive place for all.