9: Dissemination
‘There is no best way to tell a story about society … the world gives us possibilities among which we choose’ (Becker, 2007, p 285). However, strategies of dissemination often follow a conventional path, which involves writing up findings and recommendations in a dissertation, thesis or final report, often followed by peer-reviewed journal articles and other scholarly publications such as books or chapters in edited collections. The narrowness of this dissemination strategy may mean that findings and recommendations from studies in education do not reach people who would benefit from hearing these key messages. Consequently, the implications of education research studies often have little impact on practice, policy or communities, limiting opportunities for change and improvement.
In Chapter 8 we explored different ways to present research findings – given in person, either face to face or online – and illustrated the diverse ways that audiences can be engaged with innovative, creative and multimodal presentations that go beyond the formulaic standard ‘talk’. In this chapter, we consider forms of dissemination that go beyond the formulaic print-based outputs. However, this does not mean that conventional forms such as reports and academic outputs have no value. Research and publishing is the oxygen of academic life (Vale and Karataglidis, 2016) and it is important to engage with a range of dissemination strategies and see these as complementary processes rather than being in competition.
This chapter reflects on some conventional formats of dissemination before considering creative ways to disseminate education research that have the potential to reach wider and more diverse audiences and engender impact.
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