Tag Archives: knowledge translation

I’ve been spending some time reflecting on journal clubs and their use in schools recently. I’ve been fortunate enough to speak at events about journal clubs in education for a while now, and whilst I’ve tweaked my presentation a few times and always use a new paper for discussion, it’s still pretty much the same thing and I think it’s been good for me to go through this process of reflection so that it doesn’t become something I churn out for the sake of it.

This Easter I’m lucky enough to be going to Toronto for rEDOnt. Whist I’ve presented at events for other organisations, the majority of my presentations have been for researchED and as this is how I started out doing it it’s quite nice to have been able to develop and explore the promotion of journal clubs with them. There is always a treasure trove of speakers at researchED events – all giving their time for free – and it always seems like they’ve got a PhD and books and a gajillion followers on Twitter and they talk about hardcore research and RCTs they’ve done and theories of how research should be applied in schools. I experience quite a bit of imposter syndrome, doubting the legitimacy of my presenting at these events (although I’ve seen ‘names’ doing the same thing a few times so don’t feel too bad) but it’s important I remember the number of new people who come and tell me about their clubs. There are journal clubs across the UK, in Sweden, the US, Canada all because of me and if I allow myself to be honest, that feels pretty awesome.

People talk about research projects they’ve been involved in or opportunities for schools to take part. There is a wealth of stuff going on and I love it. I think it’s increasingly important that people come away from researchED, or other events, with something practical they can do in school or with colleagues and even better if that is something that doesn’t need huge amounts of planning or money and can be done by any group. After a few researchED conferences, and when I’d taken part in (and tried to take part in) some research projects within school I found that for us particularly as a small school it was difficult to take part. Our cohort was too small or didn’t fit trial recruitment criteria. In the one RCT we were part of our pupils found it hard to access the pre- and post-test materials so we ended up as an additional case-study. I’m sure there will be things we can take part in more successfully but I’m aware that we won’t be the only school in this position and for those who come to researchED and want to take back and share something solid that can get their schools engaging with research I truly believe journal clubs are the way they can do it.

There is understandably a significant focus at conferences on how research can be applied in the classroom and how to measure impact on pupil outcomes, or how policy makers at different levels can make research-informed decisions, and I think this risks narrowing the research we look at in schools. I think it also risks an over-reliance on research summaries and meta analyses which whilst they definitely have their place and I’m not saying we need to stop this, it’s healthy for teachers and leaders to be critical of the research they’re presented with and face their biases. Teachers also need to be aware that a lot of research isn’t ready for use in the classroom and I think it’s just as important that this is looked at too.

Implementation science and knowledge translation expert, Melanie Barwick, put my thoughts into a more concrete form recently in a blog post about ‘Why Knowledge Translation and Implementation Science are not Synonymous‘, particularly when she said ‘Not all evidence shared for building awareness or informing is ready for application, but this does not make it less beneficial to the knowledge user’. It’s just as important that teachers become aware of ideas, different perspectives or potential developments in research as it is they find out about something new to try. Journal clubs are a space for teachers at any level to read and discuss research with colleagues without the expectation that they put any of it into practice. It’s great if it means coming across something new to try and explore it further, but it should be equally valid to have an awareness of the research that’s out there and be critical of it and make links and connections and prompt reflection on practice.

It’s amazing to be part of the charge of schools becoming more research savvy and the increasing awareness of the big ideas in education, and despite my occasional doubts over whether I belong, I want to be there to give people something to take back and share something concrete and doable in the hope that it prompts a wider discussion and participation.

I really hope those coming to rEDOnt find something in journal clubs that they feel they can do, starting clubs and starting a conversation. I’ll bring the biscuits 😉

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The other day I was going through some possible reading materials for upcoming journal clubs and came across this in this (pdf):

I found it amusing so I tweeted it and other people found it amusing. It was all very amusing.

The next day I was asked why I’d even consider looking at a paper from a computer science conference as a journal club text. I didn’t see this as a negative thing and I replied saying it was a case study of iPad use in primary (which the I assume satisfied as it was followed by the customary ‘like’), but it does throw up interesting questions about the types of reading we should be looking at in education journal clubs. My own stance is that the reading/s are used as a stimulus for conversation – this can be everything from discussing the ins and outs of current research in detail, to debating a wider topic (in this case I was thinking it might be interesting to compare how iPad technology was first introduced with how it is now), but I wonder how many people think we should only be looking at ‘perfect’, purely educational research?

The recent opening of Chartered Collage of Teaching membership, particularly with its free access to 2000+ journals has excited many on my timeline. I’ve got my own jealousy that I can’t join in with that part but it seems to have worked to change a few people’s minds and soon after the announcement I saw tweets suggesting people are wiling to join just for the access. I do have some misgivings about how useful journal access in itself will be but I think (presume) there will be different benefits of membership for those who aren’t interested in journals so I know it’s not all about that.

The way people use research in education is a recurring topic for debate and recently renewed. If teachers are thinking they’ll be able to search for papers that tell them ‘x is good, y is bad’, the chances are they won’t (and if they do then I think they should be cautious). I still believe that most people won’t have time to look for information in detail and if they do have time, wading through what’s out there can be hard and end up with cherry picking and sweeping assumptions. My choice of papers for journal clubs won’t always be a shining beacon of quality educational research or perfectly relatable to what we’re looking at in school (with or without access) but that’s an important part of the discussions we need to have.

I think the role of Research Lead now has an even greater chance to be pivotal in helping to translate research and point colleagues in the right direction. Journal club discussions can help with this of course and allow people to dip their toes in; but even for more rigorous investigation, knowledge translation is going to be important. I’ve delved into the world of Knowledge Mobilisation for various things recently and I’m convinced that there are exciting directions this can go in, whether that’s research summaries, brokering or bespoke investigations.

Increased access to research will be great for sharing original sources and following up of ideas. It will be used by some for deep academic study and inevitably by others to try and find a quick fix, tick-the-research-informed-box activity. It’s a brilliant opportunity for teachers but it’s also an opportunity to put guidance in place so that everyone can really make the most of it. I think it’s important we remember that just because something isn’t presented as ‘education research’ it doesn’t mean we can’t call it out for saying touching a screen with more than one finger is a ‘natural means of input’ and that this will motivate students, and recognising that something isn’t perfect is good for us too. In fact, I’d argue that’s exactly what we should be doing with our widening engagement with research.

For me, as I don’t suspect I’m going to have access to thousands of journals any time soon, I’ll just have to continue using the wealth of open and free access articles for starting discussions and helping focus ideas.