Poetic Inquiry: Unearthing the Rhizomatic Array Between Art and Research [PDF, E-Book]
Bibliographic record
Abstract
This book identifies and describes facets of poetic inquiry, a research method/methodology/tool that uses poetry in the research process (information gathering, analysis and/or dissemination). Specifically, this book explores how and why it is in use, provides revelations around its unparalleled function(s) in research, and presents an exemplification of a close reading approach, trialled in the study framed in the book, that can draw further knowledge from the products of poetic inquiry studies. Poetic inquiry studies are somewhat established, and their findings are being published in academic journals and books however, poetic inquiry is currently undertheorized and noticeably missing from notable research methods textbooks and publications that discuss the merits of arts-based research. This may have the negative result of knowledge being lost or overlooked that could hold answers to previously unanswered questions that exist across the disciplines. In response to this problem, this book (drawing from the doctoral research study therein), highlights poetic inquiry’s theoretical underpinnings and pragmatic uses in research and scholarship that can be adopted and adapted by new and established scholars. This is done using the tenets of poetic inquiry as a frame and includes in-depth literature review and an exploration of the findings of interview with four notable poetic inquiry scholars in education in Canada. Detailed profiles for each participant have been created to analyze and emphasize their distinctive poetics and approaches to scholarship. Lastly, this book considers ways that poetic inquiry can inform teaching practices, as poetry is seen to permeate the participants’ lives and influence their approaches to teaching at the post-secondary level. This book is written for both early career and well-established scholars who have an interest in exploring ways that poetic inquiry (which marries art and epistemology) can enhance their research and teaching practices.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.006 | 0.016 |
| Scholarly communication | 0.017 | 0.017 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.014 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".