Design research in early literacy within the zone of proximal implementation

Susan McKenney, Paul A. Kirschner, Joke Voogt

    Research output: Chapter in Book/Report/Conference proceedingConference Article in proceedingAcademicpeer-review

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    Despite intentions to the contrary, insights on pedagogically appropriate innovations with representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is possible, exploring innovative uses of new technologies and/or emerging theories, while insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be useful research in theory, and what can be useful research in practice. This paper calls for (design) researchers to attend to factors that determine if and how innovations are understood, adopted and used by teachers and schools, and gives one example of how this was tackled in the domain of early literacy. Across ten studies, researchers collected data that helped shape an intervention that can be implemented by representative teachers, for diverse learners, in varied school settings.
    Original languageEnglish
    Title of host publicationThe Future of Learning
    Subtitle of host publicationProceedings of the 10th international conference of the learning sciences
    EditorsJan van Aalst, Kate Thompson, Michael J. Jacobson, Peter Reimann
    PublisherInternational Society of the Learning Sciences
    ISBN (Electronic)978-0-578-10641-0
    Publication statusPublished - 2012
    Event10th International Conference of the Learning Sciences: The Future of Learning - University of Sydney, Sydney, Australia
    Duration: 2 Jul 20126 Jul 2012


    Conference10th International Conference of the Learning Sciences
    Abbreviated titleICLS 2012


    • Zone of proximal inplementation
    • Design research


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