What is the compelling INQUIRY question that guides the design of your lesson/project?
How can digital literacy training contribute to community-based research efforts and increase their impact?
Overview of the Planning Process (linked document)
Screencast overview (linked file)
LESSON/PROJECT SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience(s), including both anytime and real-time elements.
Tuesday: I plan to develop a self-directed training that could help community-based research teams to build capacity for some aspect or aspects of action-research (inquiry, sourcing, digital authorship, etc.).
Friday: I created a website and focused on researcher positionality. I chose positionality, a foundational and continuous step in the research process, for several reasons: (1) it's an area were there is currently less focus by others working to resource CBARTs, (2) it's an aspect of the process that has a direct impact on a project's success because of the importance of both strong relationships on the team and deep connection to the issue under study, (3) given CBARTs (counter)claim to knowledge, authorship, and power, it's critical that their positionality as both community members and researchers be explicit and examined.
TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/product?
Tuesday: It depends on the aspect of the action-research process that I drill into. I'm torn between focusing on something like positionality (who are we, what do we care about, what is driving this research), which is so critical to community-based research, and something more traditionally associated with digital literacy (i.e. civic online reasoning, media inventory, lateral reading...).
Friday: The goals are for CBARTs using the site to:
1. reflect individually and collectively on their identities, roles, experiences, values, and goals
2. build personal rapport, trust, and commitment
3. clarify their relationship to and motivations related to the problem being studied
4. reflect on their beliefs and roles as community based action researchers
5. develop skills for working in accordance with their shared values on the team and with the community, especially as active listeners
LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project?
Tuesday: It depends on where I narrow. Again, my aim is for practical "know how" to build capacity AND supporting the development of a civic-researcher identity/disposition (self-awareness around inquiry and authorship, etc.).
Friday: The goals are for CBARTs using the site to:
1. reflect individually and collectively on their identities, roles, experiences, values, and goals
2. build personal rapport, trust, and commitment
3. clarify their relationship to and motivations related to the problem being studied
4. reflect on their beliefs and roles as community based action researchers
5. develop skills for working in accordance with their shared values on the team and with the community, especially as active listeners
TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this work.
I'll start with a Google Site and construct it like an interactive process that connects to content and tasks using other tools. I used a variety of other tools, thinking mostly pragmatically. This is important because overly complicated (or too many) tech platforms can be an invisible barrier to inclusion in community-based research. I used several adaptations from the National Equity Project because of the way their work aligns with my fundamental values and beliefs around justice-focused work. With the premise that those "closest to the pain" should be "closest to the power," I think they have developed strong materials for engaging groups in work that attends to both the WHAT and the HOW.
Notes/Further inquiries:
Feedback from Jill
Brenda -- You've helped us to see how taking a community-based view of research can lead to greater equity and can go a long way in tackling community issues. I love how the lessons of "everyone learns from everyone" has taken central stage here. We're all researchers, inquirers, and have the tools to make our communities more co-constructed spaces of civic engagement! I can't wait to dig in and view more of your resources and see how you've made a personal connection to researcher positionality come alive!
See you Thurs. at 4:30pm back in our Zoom room for more conversation!