Applying theory in practice: How to "talk theory" to stakeholders?

Everyone has “a theory” on children’s digital lives – policy-makers, practitioners, educators, parents, researchers, even children themselves. These “lay theories” underpin priorities, concerns and actions, and can be influential if widely or publicly shared, sometimes resulting in media frenzy, rushed practice or policy decisions, or disproportionate parental concern.

On the other hand, stakeholders have practical knowledge and pressing questions that can provoke theory development through dialoge and research. So, how can we discuss theory with stakeholders in mutually productive ways? Here we offer some suggestions and resources.

Resources related to this question

Talking theory to stakeholders: the challenge of changing the public discourse

Theories : Talking theory to stakeholders: the challenge of changing the public discourse

How can theories be applied to policy and practice?

Theories : How can theories be applied to policy and practice?

1Q-1A_videos-FOR-KB_Hans-Martens---THUMBNAIL-YOUTUBE---FEATURED-IMAGE.png — Hans Martens on how to apply theory to practice

Theories : Hans Martens on how to apply theory to practice

FOR-KB_1Q-multipleA_What-is-the-role-of-theory-for-disseminating-research_.png — Experts discuss the role of theory in disseminating research

Theories : Experts discuss the role of theory in disseminating research

Uwe Hasebrink on overstating media change, concerns about media effects and building theory from research

Theories : Uwe Hasebrink on overstating media change, concerns about media effects and building theory from research

David Finkelhor on using evidence to disarm alarmist misconceptions about child online victimisation

Theories : David Finkelhor on using evidence to disarm alarmist misconceptions about child online victimisation

Resources from CO:RE

Bending willow or breaking mighty oak – what makes schools and education resilient? - on personal and organisational resilience in education (by Maria Murumaa-Mengel with Andra Siibak and Veronika Kalmus) Bending willow or breaking mighty oak – what makes schools and education resilient? - on personal and organisational resilience in education (by Maria Murumaa-Mengel with Andra Siibak and Veronika Kalmus)
Empowering educational decision-makers through evidence: here’s what we learned – European Schoolnet on the needs of the educational sector (by Verónica Donoso and Sophie Smitt) Empowering educational decision-makers through evidence: here’s what we learned – European Schoolnet on the needs of the educational sector (by Verónica Donoso and Sophie Smitt)

External Resources

How to report data in a way that readers need to know (by Writing for Research) How to report data in a way that readers need to know (by Writing for Research)
Designing ‘attention points’ in academic work (by Writing for Research) Designing ‘attention points’ in academic work (by Writing for Research)
Quantitative Description of Digital Media: A Modest Proposal to Disrupt Academic Publishing - a critique of dominant theories and conventional wisdom in research (by Kevin Munger, Andrew Guess, and Eszter Hargittai) Quantitative Description of Digital Media: A Modest Proposal to Disrupt Academic Publishing - a critique of dominant theories and conventional wisdom in research (by Kevin Munger, Andrew Guess, and Eszter Hargittai)
A theory of a theory of the smartphone – a proposal on how to avoid elitism and exclusion in theorising (by Daniel Miller) A theory of a theory of the smartphone – a proposal on how to avoid elitism and exclusion in theorising (by Daniel Miller)

More from the theory pathways

Understanding theory

What are the key theories and debates? How to develop theory?

How to work with theory

How to link theory and evidence? How to adapt theory?

Applying theory in practice

How to "talk theory" to stakeholders? How to use theory for policy and practice?

Key areas of children’s digital lives

Children and young people

The child, children and young people
Development and evolving capacity
Structures and cultures of childhood
Diversity and difference

Digital environment

Technology and affordances
Uses, users and domestication
Normative values in design
Innovation and datafication

Place and time of access
In/equality and in/exclusions
Fixed and mobile access, wearable technologies
Transcending on/offline

Opportunities and benefits

Internet engagement
Participation and activism
Information and exploration
Play, creativity, fun

Skills and literacies

Learning and information skills
Digital skills and competencies
Data literacy and e-safety
Civic and other literacies

Content, contact, conduct, contract risks
Familiar and emerging risks
Cross-cutting risks, including privacy
Relation between risk and harm

Health and wellbeing

Digital wellbeing and health
Mental ill-health and anxiety
Resilience and coping
Vulnerability

Parental mediation
Socialisation, family and school
Sociality and peer support
Professional help services

Policy and regulation

Children’s rights in the digital age
Law, policy and regulation
Agency, voice and activism
Responses to emerging challenges

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