The Craft of Research, Third Edition

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

“…Through the lens of the generic window, information literacy is approached from a skills-based mindset where students are taught the processes necessary to find information through the use of tools and the evaluation of information is carried out through checklists, such as the CRAAP test (Blakeslee, 2004), with limited discussion of disciplinary differences in evaluation. With a situated perspective on information literacy, the context through which information items are produced becomes inseparable from the teaching of information literacy, as students are asked to think about information as a practice that varies by discipline, community, occupation, or level of expertise (from first-year students to graduate students and beyond).…”

Towards programmatic design research

“…Generalizability, for example, relates to a universalist paradigm and means little in the context of situated, interpretive research approaches. One noteworthy attempt to overcome these differences is the suggestion by Booth et al (2008) of three overarching criteria: An academic knowledge contribution must be contestable, meaning that it adds something that the academic community being addressed finds inventive and novel. It must be defensible, such that the academic community being addressed finds the contribution to be empirically, analytically and theoretically grounded and the research process and reasoning rigorous and criticizable.…”

Theories of public organizations, design-projects, and professional activities: a Public Management Gallery tour

“…A good example is Booth, Colomb, and Williams, The Craft of Research. 31 And, of course, the philosophical literature on argumentation is as relevant as it is endless.…”