Workshop: Research Literacy in Education

What is the nature of research literacy in the educational domain? This workshop brings researchers from different areas together to discuss this and related questions.

There is increasing pressure for teachers to base their practice on the best educational research evidence. In making professional judgments, it is claimed, they must be guided not merely by knowledge grounded in their own experience, but by knowledge grounded in engagement with scientific evidence and recommendations regarding educational interventions.

This seems to require of teachers at least some familiarity with the relevant science, as well as a range of abilities: for instance, the ability to access, understand and assess relevant research evidence and guidelines; the ability to see how the relevant evidence might bear on their particular practice; and the ability to put it to use responsibly. How should we understand such capacities and competences? 

The present workshop addresses this and related questions under the heading of research literacy. This broad notion captures professionals’ capacity to integrate research-based knowledge and broader practical and ethical concerns in their professional practice.

Research literacy can be elucidated from a number of perspectives, across disparate strands of literature in various areas of research; for instance, professional ethics, social epistemology, virtue epistemology, philosophy of science, educational research. The workshop aims to bring researchers from these areas together. 

We will discuss the following topics:

The workshop is part of the project Renewed perspectives on research use in education (RE-POSE).


Thursday 1st September

Friday 2nd September


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