ABSTRACT
INTRODUCTION Dissemination is usually discussed in terms of intent and activity of the author (for example, Richardson, 1990; Nespor and Barber, 1995). What audience does one have in mind, and how does one approach different audiences? But what about the perceptions and intent of the audience(s)? Audiences are not passive recipients of research messages. They actively make sense of them, interpreting them in their own way, incorporating them into their own frameworks. Sometimes these can be at considerable variance with the intentions of the author. Research for educational use, therefore, needs to follow through to see exactly how such research is used.
