Document Type
Article
Publication Date
2020
Publication Title
Reading Research Quarterly
Publisher
International Literacy Association
DOI
doi:10.1002/rrq.318
Abstract
In this commentary, we argue that literacy research would be more produc- tive if researchers had a clearer, more nuanced understanding of theory. Specifically, we argue that theory in a practice-oriented field is most fun- damentally productive when it provides instrumental guidance for literacy beyond academic understanding about literacy. Premises for that argument are presented, as well as how productivity connects to an instrumental view of theory within the philosophy of science. We provide examples from au- thoritative sources and relevant studies suggesting that conceptions and uses of theory in literacy research are ambiguous, diffuse, and incoherent. We argue that productivity could be a unifying construct to ameliorate those limitations. To stimulate discussion about theory, we propose several ways that theorizing might be more productive. Those proposals comprise a cri- tique of theorizing in the field and illustrate how more productive theorizing could close the gap between research and practice. Finally, we discuss how our proposals might be implemented in the field’s research.
Recommended Citation
Reinking, David and Yaden, David B. Jr., "Do We Need More Productive Theorizing? A Commentary" (2020). Publications. 75.
https://tigerprints.clemson.edu/eugene_pubs/75