Kim Ashbourne's MA research hub

Tag Female author

Annotations: Transformative Research: Personal and Societal

Mertens argues that personal transformation of researchers, participants and readers is integral to producing research that has the potential to transform society, and that traditional research methods are not up to the job.

Annotations: Discovering the literacy gap: A systematic review of reading and writing theories in research

Practitioners benefit from knowing the theory (theoretical framework) behind literacy practices and interventions, however many practitioner-focused research articles omit or minimally address theory.

Annotations: Chronic Illness and Academic Accommodation: Meeting Disabled Students’ “unique needs” and Preserving the Institutional Order of the University

This Masters thesis from UVic Sociology uses institutional ethnography to look at the effect of the university’s accommodations policy on female students with chronic illness.

Annotations: Participatory Action Research, Mental Health Service User Research, and the Hearing (our) Voices Projects

Participatory Action Research (PAR) in mental health service-user research is a valid and empowering philosophy of engagement and knowledge-making.

Annotations: Saying No to the Checklist: Shifting from an Ideology of Normalcy to an Ideology of Inclusion in Online Writing Instruction

Universal Design for Learning (UDL), Quality Matters Rubric (QM), and Web Content Accessibility Guidelines (WCAG) checklists “perpetuate an idea of normalcy” and should not be blindly applied but rather engaged with critically by online writing course (OWC) educators.

Annotations: Web Accessibility Policies at Land-Grant Universities

Web accessibility policies guide university faculty and staff however the author finds most policies have serious deficiencies and leave institutions open to legal action by students with disabilities. This content analysis identifies common elements and missing elements from policies at land grant universities in the US.

Note: the premise doesn’t address students as web content creators.

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