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An important new approach to the study of laboratories, presenting a practical method for understanding labs in all walks of life From the \"Big Science\" of Bell Laboratories to the esoteric world of séance chambers to university media labs to neighborhood makerspaces, places we call \"labs\" are everywhere-but how exactly do we account for the wide variety of ways that they produce knowledge? More than imitations of science and engineering labs, many contemporary labs are hybrid forms that require a new methodological and theoretical toolkit to describe. The Lab Book investigates these vital, creative spaces, presenting readers with the concept of the \"hybrid lab\" and offering an extended-and rare-critical investigation of how labs have proliferated throughout culture. Organized by interpretive categories such as space, infrastructure, and imaginaries, The Lab Book uses both historical and contemporary examples to show how laboratories have become fundamentally connected to changes in the contemporary university. Its wide reach includes institutions like the MIT Media Lab, the Tuskegee Institute's Jesup Wagon, ACTLab, and the Media Archaeological Fundus. The authors cover topics such as the evolution and delineation of lab-based communities, how labs' tools and technologies contribute to defining their space, and a glossary of key hybrid lab techniques. Providing rich historical breadth and depth, The Lab Book brings into focus a critical, but often misunderstood, aspect of the contemporary arts and humanities.

The authors share findings from a study that incorporated two types of participatory interview approaches (conversational drawing interviews and walking tour interviews) to elicit young students’ (K–2) motivation‐related perceptions of a reading intervention to better understand and support their motivation for doing reading in the program. All 14 students shared perceived benefits of intervention participation, and 10 students shared perceived costs. For five students, the perceived costs appeared to outweigh the perceived benefits; these students reported that if allowed to choose, they would not participate in the reading intervention. A perceived lack of autonomy within the intervention was a common theme woven through these students’ responses. Given the connection between motivation and achievement, the authors emphasize the importance of eliciting students’ motivation‐related perceptions of reading instruction and offer suggestions for probing young students’ understandings.

This book is a rigorous yet accessible introduction to contemporary practice theories, discussing their distinctive contribution to the study of work and organizations. It surveys their origins, theoretical assumptions, concepts, and application.

Applying Theory to Educational Research provides educational researchers with an accessible introduction to the process of selecting and applying theories in their work. Offers an innovative and accessible approach to educational research by providing practical examples of the application of theory Gives 'hands-on' accounts for the researcher and practitioner Explains and discusses complex ideas in the light of experience in using and applying them Covers the application of major theorists such as Bourdieu, Foucault, Weber, Derrida, and Vygotsky For beginning researchers, theory can be one of the most stimulating - yet intellectually daunting - aspects of academic work. Applying Theory to Educational Research provides new educational researchers with a uniquely accessible introduction to the process of selecting and applying theories in their own work. Written by a team of leading educationalists writing from the perspective of new researchers, clearly structured chapters introduce individual theorists and their ideas, present their applications and limitations, and provide extensive references and suggestion for further reading. Major theorists such as Pierre Bourdieu, Michel Foucault, Max Weber, Jacques Derrida, and Lev Vygotsky are included, along with many more recent educational theorists. Throughout the text, helpful hints and signposts are provided to alert readers to the potential pitfalls of applying theory. Innovative and illuminating, Applying Theory to Educational Research offers a wealth of practical insights that will point the way for novice researchers struggling to navigate an often daunting intellectual obstacle course.

Written for the researcher who wants to inquire into organizational life in a creative way, this innovative book equips readers with the tools to gather and analyze data using stories, poetry, art, and theatre. Ideas are substantiated by reference to appropriate theory and throughout readers are encouraged to reflect critically on the approach they have chosen and to be alert to ethical issues. Revealing case studies show how the research approaches covered in the book work in practice.

To illustrate an approach to data analysis in qualitative case study methodology. There is often little detail in case study research about how data were analysed. However, it is important that comprehensive analysis procedures are used because there are often large sets of data from multiple sources of evidence. Furthermore, the ability to describe in detail how the analysis was conducted ensures rigour in reporting qualitative research. The research example used is a multiple case study that explored the role of the clinical skills laboratory in preparing students for the real world of practice. Data analysis was conducted using a framework guided by the four stages of analysis outlined by Morse ( 1994 ): comprehending, synthesising, theorising and recontextualising. The specific strategies for analysis in these stages centred on the work of Miles and Huberman ( 1994 ), which has been successfully used in case study research. The data were managed using NVivo software. Literature examining qualitative data analysis was reviewed and strategies illustrated by the case study example provided. Discussion Each stage of the analysis framework is described with illustration from the research example for the purpose of highlighting the benefits of a systematic approach to handling large data sets from multiple sources. By providing an example of how each stage of the analysis was conducted, it is hoped that researchers will be able to consider the benefits of such an approach to their own case study analysis. This paper illustrates specific strategies that can be employed when conducting data analysis in case study research and other qualitative research designs.

This case study examines one African American adolescent male's digital choices and experiences during the creation of a digital story about Minecraft. This study introduces digital participatory choice cultures as a framework to consider how he might recognize and use existing meaning‐making and composition strategies to bridge what young people know, do, and learn both within and outside educational settings. Data include interviews, observations, photo elicitation, digital photos, and digital and nondigital texts. First, the author highlights the student's choices to create a topic and digital story. Second, the author examines how the student's digital choices illustrate the literacies, agency, and identities inherent in digital participatory choice culture, which helped him express himself in both cultural and digital ways. The analysis demonstrates how race mattered in the student's digital composition, which suggests that literacy educators can design instruction to learn about and build from their students’ already existing funds of knowledge.

Print‐based literacy is no longer sufficient for the global digital age. However, distribution of the resources needed to learn new literacies is unequal. The authors describe a qualitative case study conducted with teachers in Kenya who participated in a professional development series on new literacies and inquiry. The professional development involved an inquiry‐based literacy approach that is technology‐rich and learner‐centered. Three themes emerged from the data: shifting to learner‐centered pedagogies: “I’m inspired to improve my teaching”; change is slow but coming: “We need to be empowered with more information about new technologies”; and strategies for teaching new literacies: “Creating is better than just talking.” The discussion focuses on the enduring challenges for educational transformation in Kenya coupled with the substantive changes that are being made by pioneering Kenyan educators.

This article describes a recent teacher researcher's investigation of digitized literature study at a Midwestern U.S. high school during the 2015–2016 school year that explored the use of digital literacies to support student‐centered literary analysis. Digital literacy practices position literature students to connect with texts in authentic ways. In their reading of The Outsiders by S.E. Hinton, students used the video game Minecraft to re‐create scenes, respond to literary elements, and analyze deeper meanings. The analyses of one particular student resulted in powerful explorations of identity. Using qualitative research tools, the author analyzed her case through observations, interviews, and student‐created artifacts to understand how this popular technology could facilitate literary analysis at the secondary level.

Due to the advent of technologies and mediascapes, young adults in the Arab region are engaging in new multiliteracies and making meaning through remixing multimodal modes of representations. One such practice is cosplaying. This study explores three Arab cosplayers’ designing experiences as an embodied text. The participants’ experiences are juxtaposed against the dimensions of meaning schema. The results reveal that the participants deployed repositories of meaning making that mediated different representational, organizational, social, contextual, and transformational schemes. Furthermore, cosplaying enabled the participants to negotiate and express multiple facets of their identities while simultaneously maintaining aspects of their cultural and familial principles.