ABSTRACT
Research actions for understanding that we have explored in previous chapters provide the basis for research actions for change. There is a degree to which this process is sequential, that is, a change in practice follows on from a research-informed understanding of existing practice. However, it is not always as straightforward as this, because the boundary between the different actions is not a firm one. Some of the lecturers in the project began to make changes in practice while still engaged in actions for understanding. Emerging understanding of literacy practices influenced their own practices. Similarly, understanding continued to develop as the actions for change were undertaken. Such is the nature of undertaking research in naturalistic settings. Understanding through analysis of the data collected for the project has continued to develop beyond its funded lifespan.
