Research literacy and the relationship between research and teaching: the case of research about teaching about research

Ideas about the relationship between research and teaching have a long and complicated history. In recent times, this relationship has often been framed as experimental research showing what are and are not effective pedagogical techniques. However, this is only one of several conceptions of the relationship that have been influential historically, as illustrated by the many versions of educational action research and of ‘reflective practice’ that appeared in the second half of the twentieth century. Nevertheless, most of these conceptions demand research literacy on the part of practitioners, and this is a potential barrier to their implementation. In this chapter, the case of research on teaching about research methods is examined. Here, research literacy can perhaps be taken for granted, but this case illustrates its complexity, and also suggests that the lack of research literacy is by no means the only barrier to the practical use of research findings.