Author: Liz Farley-Ripple

Language Matters: Four Ways Our Words Shape Knowledge Brokering

Posted on | by Liz Farley-Ripple

Language is an essential part of our humanity – whether written, spoken, or otherwise expressed, it is how we connect with one another, share ideas, learn, and understand ourselves and our environment.  According to linguistics scholars, language is historical, psychological, social, and cultural, and it influences how we perceive the world, shapes our behavior, and can both differentiate and connect communities. In these same ways, language is a critical dimension of our work as knowledge brokers: with thoughtful use it can expand horizons, foster shared understandings and commitments, and build bridges – even provide the foundation for a shared identity as knowledge brokers. But without care, language can confuse, mislead, marginalize, or undermine important work. And perhaps now more than ever, we need language that can help us repair, restart, and revitalize work at the nexus of research, policy, and practice.

Many aspects of language are relevant to knowledge brokering – many more than I’ll lay out here – but for now, I’ve found four to be particularly salient to my own work and to others who have shared their experiences with me. 

First is the language of knowledge, evidence, research, and science. These terms are sometimes used interchangeably but often have different connotations in practice and in different spaces.  These terms can signal values, hierarchies of knowledge, and what “counts” in policy and practice, possibly intentionally but often without being problematized or explored in conversation. Further, these terms have been politicized and mobilized for different agendas, whether pushes for evidence-based practice or anti-science movements. Defining terms can be critically important (here’s an example from a 2012 National Research Council Report) but so can adopting too broad or too narrow a definition. As knowledge brokers, it is important to consider this aspect of language, to promote common terms and navigate different understandings of those terms, and to use language most relevant to the context at hand.  

Second is the language of relationships and collaboration. Knowledge brokering is inherently a relational practice, which requires deep consideration of how we position ourselves relative to others and, subsequently, how language communicates that positionality. The language of relationships can entail framing of “I” versus “we” versus “they”; it can suggest reciprocality or directionality; it can suggest hierarchy or shared power; it can open up or shut down conversation. Language is therefore a foundation for building relationships, establishing trust, productive collaboration, and exchange of ideas – a superpower if you will. 

Third is the language of inclusion. This is related to relational and collaborative language, but is more focused on bringing diverse perspectives and communities into the work and working against implicit biases and stereotypes. Included here is culturally affirming language, accessible language, person-first language, gendered language, and other examples. As Efua Andoh of the American Psychological Association so eloquently stated

Inclusive language is more than just avoiding the use of a few antiquated or offensive terms and phrases. It is about embracing communication that acknowledges the power differentials and dynamics of our society and their deleterious effects. It is about showing appreciation for the diversity everyone brings to the table. And finally, it is about creating cultures where people can feel free to be their full authentic selves.

Last, and on a somewhat different note, is the language of framing. Framing is common in policy, organizing, and advocacy fields, all of which are salient to our work as knowledge brokers. It involves using communication to reflect values and commitments that help us to connect with and reach potential audiences and collaborators.  Language can help to generate support, to bring disparate views closer together, and to make research communications more effective. Simply put, framing can help brokers to communicate ideas, particularly on contentious, complex, and sensitive issues, in order to bring folks to the table and move important work forward.

As viewed through these four lenses, language is undeniably an essential component of knowledge brokering – and our use of it positions us for success or failure in our efforts to work collaboratively around educational improvement and equity.  But more often than not, knowledge brokers learn mostly from experience, and sometimes from mistakes, and those can be hard lessons to learn. Over the next several months, the Education Knowledge Broker Network will host events aimed at unpacking and exploring each of these topics, helping to elevate our awareness and skills related to use of language, and opening up conversations about improving our collective work. Stay tuned through our newsletter, website, and social media and join us for these important conversations!

Diary of a Broker

Posted on | by Liz Farley-Ripple

As a doctoral student, I have explored educational dynamics, particularly through the lens of the ‘hidden curriculum’—the unplanned, intangible interpersonal lessons that often impart more lasting knowledge than the structured curriculum (Giroux, 1978). My journey as a novice knowledge broker in the Science of Learning has been profoundly shaped by these informal learning experiences. The lived experience of translating theory into practice, sharing knowledge across diverse contexts, and facilitating new connections has enriched my understanding, mirroring the dynamics of both the hidden and formal curricula. This document attempts to encapsulate the nuanced insights gained from these firsthand experiences. While not exhaustive, it captures the recurring themes and pivotal learning moments that have surfaced along the way.

Know Thy Self

Understanding the content — in my case Science of Learning — as well as my strengths and weaknesses as they relate to communicating this content has been instrumental in establishing myself as an accurate and reliable source of information.  This has meant admitting to myself when I need to look back at the research to reevaluate my conclusions.  Conversely, it has also meant maintaining confidence if opposed, when appropriate.  Acknowledging and differentiating between the previous two scenarios is a challenge in and of itself!  Finding the balance between standing down and standing my ground is one I continue to work on.  Keeping up with the research and acknowledging the iterative nature of this work has been a humbling experience, balanced mostly by instances of successfully clarifying otherwise ambiguous evidence for educators. There is still much for me to learn about the information I am advocating for dissemination, as is there much for me to learn about the best methods and avenues to employ towards that goal.

Adventures in Networking

It is not just Science of Learning evidence that I have been working to spread.  Professional matchmaking is also a major component of acting as a knowledge broker.  For the purposes of my studies and work, this has meant helping organizations connect with education administrators or state level decision-makers in hopes of a partnership that may lead to prioritization of SoL.  It has also been supporting organizations in finding and hiring complementary, qualified professionals, aiding the translation of educational material for the U.S. market, or simply crafting a virtual introduction for people who work adjacently and may benefit from a collaboration.  Thanks largely in part to social media, I have been successful at discovering and connecting with many other Science of Learning thought leaders.  In fact, I can attribute much of my supplemental learning to resources and professionals I discovered on social media. My mantra remains, ‘don’t be afraid to reach out.’  It has served me well.  I continue to be pleasantly surprised by the intellectual generosity that exists.

Navigating Crossroads

 Some of my most productive relationships or conversations have resulted from dialogue with those who oppose Science of Learning.  Becoming knowledgeable about conflicting perspectives has helped me to 1) understand what may need further investigation or refinement within Science of Learning, and 2) uncover instances of miscommunication.  Sometimes the conflict is not about value or correctness, rather it stems from the way in which a topic has been named or framed.  While it feels good to remain in the comfort of the echo chamber, the opportunity for transformative brokering seems to be associated with willingness to step outside of it.

Mind you, due diligence with nay-sayers does not always end well. My idealism has been recalibrated to more realistic expectations. There will not always be common ground, and sometimes maintaining respectful discourse is all you can hope for. I’ve certainly had conversations go awry. It is easy to take personally when others are not receptive to what I am so passionate about — or even to remaining amicable through the tension. While I imagine that my ability to mitigate these situations will improve with experience, I have accepted that not everyone wants to hear me, agree with me, or be connected with someone new.

The Why

As with most relationships, effective and transparent communication is key.  Have I oversold the potential for a lucrative relationship when introducing potential collaborators?  Maybe.  I have learned to keep tabs on my enthusiasm when brokering introductions — no empty promises or false hopes.  Disclaimer: this connection may not lead to exposure or sales. Maintaining reasonable expectations has also helped me keep my intentions in check.  Do I just want these two people to know each other because I simply appreciate their work, or should I be more intentional with others’ time?  Developing ‘an eye,’ so to speak, for what may turn into a fruitful relationship is an evolving skill that requires knowing each person’s work and their needs. I have learned to be direct about the reason and potential benefit for brokering a new connection.

Similarly, when communicating evidence, whatever the format, being transparent about what is known and what is unknown has helped build credibility.  Here is what evidence suggests and how that may help your practice.  We are not sure about its benefits for X, Y, or Z.  I keep tabs on any hints of overpromising or misrepresentation.  It is harder than it sounds. Just as I have appreciated this characteristic in others whom I admire, I am striving to mimic that honesty in my own communication.

The What, Who & How

The message AND the messenger matter.  I know this more as a teacher, but it is something that I remain mindful of when acting as the messenger.  As a knowledge broker, my role is not to position myself above my fellow educators or to impart wisdom from on high, but to share insights and evidence from the Science of Learning that have enriched my own practice on the ground. I think my colleagues and their administrators deserve to also have access to this information — not because they are incapable of performing their respective responsibilities, but because becoming knowledgeable about SoL can strengthen their ability to make decisions with their own unique students and contexts. Relatability, compassion for and understanding of needs, and building trust takes precedence over gravitas.

My Hidden Curriculum

So, understanding Science of Learning knowledge, its possibilities, and limitations for education has only been one dimension of my work as a knowledge broker. Gaining an audience, building interest and relationships, and making information meaningful is an entirely different set of skills which has become my own hidden curriculum. It is the skills I never knew I needed and the lessons I did not anticipate. There is more of both to come, no doubt. My success as a broker relies on my ability to integrate the formal knowledge of Science of Learning brokerage with the practical and relational lessons gained from ‘on-the-job training.’

Giroux, H. A. (1978). Developing Educational Programs: Overcoming the Hidden Curriculum. The Clearing House, 52(4), 148–151. http://www.jstor.org/stable/30185121

About the Author

Dr. Sarah Oberle is a teacher in the Red Clay Consolidated School District and has recently completed her doctorate, studying educational leadership and cognitive sciences at the University of Delaware. As a seasoned primary teacher, she has held leadership roles such as team leader and is actively involved in several key educational initiatives. Sarah serves on the professional standards committee for the Delaware Department of Education, is a steering committee member of the Education Knowledge Broker Network, and is an advisory board member for the Learner Variability Project at Digital Promise.

Her doctoral research is dedicated to translating and disseminating Science of Learning evidence to enhance teaching practices. Sarah is committed to bridging the gap between educational research and practical application, aiming to make evidence-based strategies accessible to educators.

In addition to her academic and professional roles, Sarah is the Chair of the researchED United States: Delaware conference. She resides in Chester County, Pennsylvania, with her husband and two daughters.

*I would love to hear from others who have similar or conflicting sentiments about this work or their own! Feel free to reach out. Email or message on TwitterX: S_Oberle

Demystifying Knowledge Brokering

Posted on | by Liz Farley-Ripple

In 20 years of working to understand the link between research and practice, perhaps the most important conclusion I’ve come to has been the critical importance of knowledge brokers in the educational ecosystem. On the whole, relationships among researchers, practitioners, policymakers, and other community members are mediated.  That means that those relationships work through individuals and organizations that work across boundaries to facilitate the exchange of ideas and the flow of resources. These individuals and organizations are knowledge brokers – and the idea of knowledge brokers is well established in other sectors such as health, and in other nations, such as the U.K.

In education, knowledge brokers serve in a range of roles and exist across all levels of the education system, but to date it has been challenging to fully recognize, strengthen, and leverage those individuals and organizations. This is for many reasons, including the lack of common titles for jobs that include these roles (few folks have “knowledge broker” in their job description); the fact that the language of “knowledge brokers” is relatively new in the education sector; and the diffuseness, complexity, and scale of the educational ecosystem which makes it hard to understand and coordinate efforts. 

Nonetheless, knowledge brokers play crucial roles in building capacity to work across research, policy, practice, and other communities; facilitating the exchange of different kinds of knowledge; building trusting, sustained relationships that enable change; developing knowledge products that meet the needs of diverse audiences and communities, and promoting equitable policies and practices.  Because of these critical roles, it is essential to create spaces and opportunities for knowledge brokers to develop their own capacities, networks, and professional identities – all of which have been missing to date.  By launching the Education Knowledge Broker Network, members of the steering committee hope to address this need and foster a community that elevates, professionalizes, and strengthens the work of knowledge brokers and contributes to a more effective, equitable, and democratic education system.

We are excited to kick off our series of programs and offerings through this blog, as well as upcoming webinars and interactive knowledge cafes. Our first set of programs focuses on demystifying knowledge brokers, which is designed to clarify language (what is a knowledge broker), create an expansive understanding of who knowledge brokers are and what they do, and foster shared professional identities as knowledge brokers.  We’ll follow this series with programs centered on equity in action, and then language matters. Our Equity in Action series will focus on promoting equity and inclusion and addressing power dynamics in knowledge brokering, knowledge brokers’ roles in advancing equity and justice, as well as how knowledge brokers can support the democratization of evidence.  Our Language Matters series will explore issues related to communicating across research, policy, practice, and community boundaries; diverse perspectives and terminology around research, knowledge, policy, and practice; cultivating inclusive and culturally-responsive communication practice; and promoting effective collaboration through shared understanding and respect.

We hope you join these and many future conversations, explore our website and knowledge broker resources, sign up for our newsletter, and we welcome your ideas and contributions to this critically important emerging community!