Focused on Practice

Kate:	Testing… (tap tap) Testing testing 1 2 3… Ok, I think we’re recording. Welcome Leona and Susan. I’m so glad you could come. Could you tell us a bit about yourself? For the record…
Leona:	Hi. I’m Leona, and I’m a literacy practitioner.
Kate and Susan:	Hi Leona.
Susan:	I’m Susan and I work at the college level in Adult Basic Education.
Kate:	And I’m Kate. I work as a remedial reading teacher in the community. I was hoping there would be more of us today, but several were busy writing their cost-sharing proposals, and, let’s see, the Literacy Coordinator was doing a workshop, and someone else came down with the flu—burning the candle at both ends, no doubt.
Susan:	You’re going to feed us, right?
Kate:	Um, yes, of course.
Leona:	Great. I’m starving.
Kate:	I’m sorry—didn’t you have breakfast?
Susan:	Can’t afford breakfast
Leona:	Not on what they pay us.
	(sound of phone ringing)
Susan:	They pay you? Kate: Hello? Hi there, Betty. No, we are just getting started, are you on your way? … Oh, no! That’s too bad. We were looking forward to your input. Well, yes, there really is no end to the paper work, is there? But thanks for calling. (To Leona and Susan) That was Betty. She can’t make it. We might as well get started. Well, as you know, I am working on a research project with Literacy BC. We are trying to get a sense of who is doing research in practice across Canada. I have some questions to ask that will hopefully spark some discussion. So, here goes…. What does research in practice mean to you?
Leona:	Well, I think it means that researchers do experiments, like they try new things to see if they work or not.
Susan:	But not just experiments. They read stuff too. Important papers written by other researchers, and then they write back with their two cents worth. But what does that have to do with us?
Leona:	Yeah. I’m not a researcher. I just teach my students, and do the best job I can.
Kate:	But how do you decide what to do? Where do you get your teaching ideas from?
Susan:	I don’t know… books, journals, colleagues in the field. You know, I search out new and interesting ideas.
Leona:	Yeah. I surf the internet all the time—you know, see what’s new. I belong to a cool chat site, called The Literacy Coalition, (TLC) and I find out what other practitioners are doing. I talk about what I do, what I’ve read, and all that kind of stuff.
Kate:	Well, could we call that research?
Susan:	No. I don’t have time for research.
Leona:	Me neither. I work 20 hours a week—well, that’s what I’m paid for, but I think I actually put I 30.
Susan:	30? Luxury! Try 40.
Leona:	Maybe it’s actually closer to 50, now that I think about it.
Kate:	I hear you. We all put in way more hours than we are paid for, that seems to be the industry standard. Do you assess your student’s progress? See if what you are doing is working?
Susan:	Yes, of course. I do that quite regularly.
Kate:	And what do you do if the results aren’t what you expected?
Susan:	Well, I read, and talk to other practitioners—and usually ask the students—you know, “What do you need” and things like that.
Leona:	I do that too. And I try to adapt the lessons to be more useful to the students—their needs, you know.
Kate:	Don’t you think that could be called research? You change what you are doing based on results, and try for different results? Then check again?
Leona:	No. Susan: No, I’m not a researcher.
Kate:	Let’s move on to question # 2. Do you know of anyone who does research in practice?
Susan:	I don’t think so—it’s not something that would come up in conversation.
Leona:	I can’t think of anyone off the top of my head…
	(sound of door opening)
Kate:	Well hi there, Janet! I am so glad you made it. Come in—
Janet:	Sorry, I can’t stay, I’m tutoring today. But I was driving right by and I just wanted to ask Susan a question. I’ll be quick, I promise!
Susan:	Sure, what is it?
Janet:	You know that article on critical thinking you and I were talking about?
Susan:	Yes, the one in the February journal?
Janet:	Yes, that’s the one. Did you try out the suggested activity with either of your groups?
Susan:	Yes! It went fairly well. I’m going to do it again with my second group, but I am going to try changing a few things—some of the items seemed to confuse my students a bit.
Janet:	Ok—thanks. I am going to try it tomorrow, but wanted to know what you thought of it.
Susan:	Why don’t we meet for coffee after class to talk about how it went for you? I’d love to hear what you think.
Janet:	Great. Starbucks? 4:30?
Susan:	Sure. See you then. Janet: Thanks for letting me interrupt! Bye!
Susan and Leona:	Bye!
Kate:	What about that—what you just did there? Could that be considered research?
Susan:	What? Talking to Janet? No… that was a discussion. We were just talking.
Kate:	Oh—excuse me—I’ll be right back. We’re out of coffee.
Susan:	You know, sometimes I wish I did do some research; I think it would be really interesting. But I am not an academic—I like being in the classroom, you know, in the trenches, doing the work.
Leona:	I know what you mean… and it’s hard enough finding time to keep up with current articles in journals—that takes up a lot of hours in a week. I just can’t see me doing research on top of that!
Kate:	Here you go—it’s fresh. Susan: So Kate… what do you think research in practice is?
Kate:	I think it can mean a lot of things. But I think of it as the act of trying to inform your teaching by self-reflection, study, and journaling—
Susan:	I write in a journal every day. Well it’s my day planner, but there is a notes section for every day and I usually fill it.
Kate:	Yes! Exactly. You are doing research in practice, aren’t you?
Susan:	No, I’m just writing in my day planner. I keep telling you, I don’t do research in practice.
Leona:	Me neither.
Kate:	(Sigh) So would you do research in practice if there were supports in place?
Leona:	Maybe, but you know, research is all well and good, but will I end up with something that I can actually use in the classroom on Monday?
Susan:	Exactly. Who has time to read theories about ideas far removed from what I do day-to-day? Not me! I hit the ground running everyday— so I don’t want to find a bunch of stuff in my mailbox that I have to read through.
Kate:	What if the research was presented to you in some sort of interaction—like a workshop or face-to-face, like a discussion group or something?
Susan:	Well, that would be ok—but then when would that happen? After class, and on my own time, right? I have three kids and see far too little of them as it is.
Leona:	If we could get release time, like if it was considered part of the job— then yes, that would be great. But we would need the support of our employers, and here we go again… there isn’t any money for that sort of thing.
Kate:	Oh. Well, I am so glad you came here today on your Saturday. I appreciate it.
Susan:	Well this is ok—I don’t mind doing something like this—if it is of some use.
Leona:	Yes of course. Kate: Ok…So, obviously there are challenges to you doing research in practice.
Susan:	Well, sure. But what do we mean when we say research? All we’ve got so far is reading, talking to colleagues about research, writing down your thoughts on your work, trying new things and sharing your observations with others in the field… but you can’t call that research.
Leona:	Yeah. You can’t call that research. Kate: Why not? Leona: Because, I already do all that stuff… and I told you, I don’t do research.
Susan:	No, I don’t either. Any more questions?
Kate:	(Sigh) No. I think that will do. Leona: Well thanks, that was fun. Um.. so… when’s lunch?
Leona:	Well thanks, that was fun. Um.. so… when’s lunch?
Kate:	Coming right up.