Integrative Research Syntheses as Sites of Disruption in Literacy Teacher Education. (June 2019)

• Record Type: Journal Article
• Authors: Lysaker, Judith T.; Handsfield, Lara J.
• Other Names: Maloch Beth guest-editor.; Dávila Denise guest-editor.
• Is Part Of: Journal of literacy research. Volume 51:Number 2(2019:Jun.)
• Page Start: 252
• Page End: 258
• Publication Date: 2019-06
• Subjects: teacher preparation -- critical perspectives; Reading -- Periodicals; Literacy -- Periodicals; 302.2244
• DOI: 10.1177/1086296X19833780
• Languages: English
• ISSNs: 1086-296X

Abstract

In this Insight article, we look across the syntheses in this issue to consider how they help readers notice dominant flows and identify sites for disruption within the field of literacy teacher preparation. We first consider the meaning of disruption with respect to the metaphor of flow. We then identify and discuss possible sites of disruption authors of research syntheses create, providing examples from the literature. Finally, we suggest how research syntheses might be framed and crafted for purposes of disrupting the flows of dominant discourses and power structures in the field of literacy teacher preparation.