Practicing New Skills and New Vocabularies: Reflections on Student Training in Knowledge Mobilization: Part 2 / Nouvelles habiletés et nouveaux vocabulaires en pratique : réflexions sur la formation des étudiants en mobilisation des connaissances (2 e partie)

Rachel Salt, Brianne Brady, and Anne Bergen, Institute for Community Engaged Scholarship, University of Guelph, www.theresearchshop.ca Knowledge mobilization is an emerging field of practice, and there are currently relatively few explicit knowledge mobilization training opportunities for undergraduate and graduate students. However, this perceived gap is due, in part, to a naming problem -

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Practicing New Skills and New Vocabularies: Reflections on Student Training in Knowledge Mobilization: Part 1 / Nouvelles habiletés et nouveaux vocabulaires en pratique : réflexions sur la formation des étudiants en mobilisation des connaissances (1re partie)

Rachel Salt, Brianne Brady, and Anne Bergen, Institute for Community Engaged Scholarship, University of Guelph, www.theresearchshop.ca Knowledge mobilization is an emerging field of practice, and there are currently relatively few explicit knowledge mobilization training opportunities for undergraduate and graduate students. However, this perceived gap is due, in part, to a naming problem -

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Updated: Caring About Ignorance and Its Mobilization / S’Intéresser à la question de l’ignorance et de sa mobilisation

Guest blogger Joanne Gaudet's post on ignorance mobilization was originally published here on Mobilize This! in January  2013. Joanne recently let us know about her recent article on this topic, which is freely available online. Thanks for the update Joanne! To learn more about ignorance mobilization, research impact, and the dynamics between

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Conceptualizing Research Impact: The Case of Education Research

Amo, C. (2007). Conceptualizing research impact: The case of education research. The Canadian Journal of Program Evaluation, 22(1), 75-98. http://cjpe.ca/secure/22-1-075.pdf Abstract This qualitative study aims at conceptualizing research impact generally by studying the specific case of research impact in the field of education. An analysis process akin to grounded theory was applied

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