Reid, Alan. (2016). ‘Researchers are experienced readers’: on recognition, aspiration and obligation. Environmental Education Research. 22 (03). http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1162982
When the above article was published online and in print, the following errors remained in the text which should have been corrected. The ‘her’ should be ‘his’ in the following sections:
p. 424
In brief, Cherryholmes elaborates her interest in promoting a range of disciplined reading practices of and for research, underscoring the need to recognise the textual features of diverse genres of inquiry and their account(ing)s via another of her opening gambits to the essay – that ‘Research findings tell stories’ (2). He enlarges this by noting, ‘Often, they are about putative causes and effects. Sometimes they are descriptive, sometimes explanatory.’ In other words, ‘Research findings tell stories
Reading and writing to learn and think through (as Paul Hart puts it) is a core challenge here, as is demonstrating evidence of these in doctoral and post-doctoral level work. Most often, this is brought to a head when the candidate’s doctoral project hits its various ‘milestones’, research questions are argued to be ‘answered’ sufficiently for the purposes of the project, and the examination of a thesis is at hand. However, elsewhere in an essay that also offers multiple readings of a single study from a diverse, but carefully selected range of perspectives, Cherryholmes dares researchers to follow her lead.
p. 429
As Cherryholmes (1993, 28) suggests in her conclusion to her essay, asking such questions foregrounds matters of researcher aspiration and obligation: ‘We are responsible for the stories we find within, upon and against the texts of research.’
The author apologizes for these errors.