Literature review 2024

BUILD EACH TOPIC WITH JAMES HAYTON FORMULA 

• Situation, problem, responses, need/gap/what research aims to do
• Situation, event, consequence, further need

Literature review phase 1 (after the background and context - social model argument that a society cannot prevent barriers if they are either not aware of them or not educated to address them).

Start by framing and orientating the reader to the context and gaps:

The design of this educational study will be underpinned by the theory/framework of PCK (Shulman, 1986).

What is PCK

Define it, starting with pedagogy as the art, craft and science of teaching

Pedagogy encompasses learning or curriculum as planned, enacted and experienced (Nind, Billet)

PCK is a mix of subject knowledge, teaching the subject in the classroom and knowledge of how learners respond to the subject. 

Shulman, 1986?

Little is known about PCK in the context of teaching DA awareness (Lewthwaite).

These will act as frameworks to guide this literature review and the methodology.

PDK accounts for both teacher knowledge in practice and knowledge of learners learning it (both perspectives- and lesson study accounts for this - add to methodology intro).

What is DA

How is it defined 

Literature searches for the teaching of DA (Boolean searches) come back with the topic under the following terms, UD, ID, web accessibility, design for all. 

However they differ in definition and origin.

There is no once specific definition.

This study relates to awareness rather than just technical education, so broader than the computing discipline or specific technical specifications.

In this context ID as a framework and position to teach about awareness and to bring forth the human aspect rather than the technical conformist aspect. 

Authentic and positioned appropriately for those involved, e.g teachers and the learners.

For learners and the purpose of education and to inform an intervention that would work in the context of the classroom - Bring it to life via its relation to meaningful real life - how teaching the topic needs to be relatable, e.g. perm, temp but more importantly situational so it can be applied to prior knowledge (glare on screen, forgotten headphones) - it impacts everyone not just abstract knowledge of disability.

Awareness from a perspective of how it impacts people and barriers to using content and some key principles and concepts of how to make materials more accessible to prevent human barriers.

Using the basis of pedagogical content knowledge PCK this literature will now explore the teaching of digital accessibility in the classroom, teachers subject knowledge and learners current knowledge on the subject and more specifically what that might be at KS2.

The current teaching of DA

Where is this happening or being explored.

Beyond the technical discipline subjects 

What are the challenges for knowledge, tools, support 

Challenging to teach as multidisciplinary (disability, procedural and digital skills) - Lewthwaite and Sloan.

Most studies are in HE or workplace contexts, very little in schools- only one paper identified specific to DA awareness teaching.

Most studies are reflective accounts so no body of empirical knowledge to guide this study.

Most teaching is within the technical disciplines and classrooms of computing. However it’s also acknowledged as relevant in the broader context of libraries, media, law, psychology etc.

Very few studies of teaching it within schools, and no studies identified with the primary or elementary school context.

No pedagogical support to specifically guide and support the teaching of DA, an immature body of studies. PCK immature- the pedagogy of teaching DA - Lewthwaite.

Subject knowledge (digital accessibility)

Guidance mainly comes from the technical disciplines and IT domain- WCAG, web regulations.

Teachers know importance of creating inclusive materials, the what and how, but struggle with how.

More training needed

Training for teachers in this area is add-hock or reliance on a hero person, there is no specific framework for novices, just WCAG.

Basic guidance verses WCAG and discipline specific guidance, social media has different needs to library staff to those who develop code or websites.

Again, Most studies are in HE or workplace contexts, often referring to faculty staff in HE or UX designers, very little in schools- only one paper identified specific to DA awareness teaching.

Knowledge from within teaching discipline and existing educational frameworks 

For teachers to relate to the subject is to make it relevant to their discipline, so they can connect to it as a new teaching topic, see its relevance to them and to engage in it. 

How it’s not just about educating the next generation on a new topic but relational and beneficial to inclusive teaching and learning practices within our digital society. They too can bring it to life and build on existing situated knowledge.

Would help with elements of PCK, connect it to the relevance to subject knowledge and fostering an inclusive environment and learning experience (helps with specifically connecting DA to elements of pedagogy and ways to engage learners, offer flexible and multiple ways of creating learning materials and varied inclusive assessment opportunities).

Teachers able to authentically connect to the topic they are teaching.

In this context the teachers are learners too, developing their PDK, so making the learning relative to real-life and meaningful. Basic principles and the benefits will have resonance.

To be able to locate digital accessibility specifically within the context and discipline of educational or school practice.

In the context of schools the UDL framework mentions DA.

Universal Design for Learning (UDL) is a framework for addressing the educational needs of diverse and variable learners in many settings across many stages of life. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment.

Also refers to AT and tools and the GOV DFE guidelines regarding making content and learning accessible.

Literature and formal guidance highlights that accessibility is important.

Teachers know the importance of why, but not the how or specific examples of what can be done in relation to accessibility of learning materials to support UDL.

Learner knowledge 

Pre and post results often no learner awareness prior to university or college.

No learning in the school context. Links to current curriculum to anchor it.

Lack of papers in schools, only one has been identified specific to DA, others are AT. The tools, not the creation of content for it to work on AT tools, or beyond.

Social model of disability, the next generation are no aware.

Perm, temp and especially situational will resonate. 

Where studies have been conducted it appears that teaching interventions are successful or effective to raise awareness. This study can build on these positive examples.

Conclusion

Teachers need basic and discipline specific guidance as WCAG too complex and unnecessary for basic documents.

It is a subject that can work for learners and some basic concepts are effective.

Guidance relevant to their content foundational for teachers but also to be adopted for the KS2 context.

The need to fill the gap of foundational knowledge for students and guidance any teachers can pick up and roll with.

This research will explore learners response to learning it as well as teachers develop knowledge teaching it.

Simple tools and tips due to lack of knowledge, resources and capacity for cost.

There are no studies specific to the knowledge of school teachers, therefore this study will need to look at the current knowledge of teachers at KS2 as a baseline to identify participants needs within the study.

Next phase of literature review

Understanding that the literature highlights that teachers may lack knowledge and the ‘how to implement’ digital accessibility practices and accessible practices as part of UDL implementation.

Not a great body of empirical knowledge about teaching, more smaller accounts of teaching in the classroom, the development of MOOCs or specific implementation of courses, all mainly from reflective or descriptive accounts from individual practitioners experiences.

Where it is currently taught and in what context. None in school context, but from web development to foundational concepts….

The literature that does exist on the teaching of DA can however offer important insights and correlations that can inform a foundational intervention for this study. 

…conclusions being drawn from the typical types of learning objectives and teaching strategies that could inform an intervention.

What the main learning objectives are.

What the foundation concepts to cover are.

Look at learning objectives, activities of basic concepts that are deemed effective and what would be practical with the current lack of resources and toolkits.

Learning objectives mainly are awareness of disability, barriers, legal and how to create.

Complex to teach, but there are basic principles recommended.

WCAG complex, instead the key barriers, legal boring so empathy better and relates to real life.

Introductory courses recommend the following ‘basics’ so explore activities related to these to inform intervention.

Recommendations to demonstrate barriers and then offer simple solutions.

Tools easy to acquire for classroom for one hour.

Mention- disabled speakers not sustainable at scale should this topic ever get added to the curriculum in schools, so videos a viable alternative teaching resource. 

Mention methodology- pre and post surveys/ interviews / focus groups with experts 

Use notes from this blog: https://helencwilson.blogspot.com/2024/08/course-concepts-mancilla-and-frey.html

https://helencwilson.blogspot.com/2024/07/litrev-notes-and-methodology.html

September/ October/November - 12 weeks - approximately 833 words a week (aim for 250 a day)