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Appendices

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Appendix A - Active reading guide

Asanactivereaderyouareinvitedtofindmeaningspertinenttoyourowncontextandexperience.Belowisasuggestedprocessthatmightbehelpful.

Make Time – Aim to read the learning history when you are feeling fresh and in one uninterrupted stretch. The introductory lead-in describes what a learning history is and how to read it. These can be read at any time. The history itself starts on about page 10. We have set aside time so that you have a chance to enjoy the read rather than feeling pressurized by it.

THEBIGREAD:STEP1

Activelyreadthelearninghistory–readfreelyandbewatchfulofyourownresponsestoit.Highlightpartsyoufindimportant.Writeonthedocumentasyougoormakenotesonpost‐its.Readthetexthoweveryouwish.Skipbitsorgobackandforth.Theremaynotbetimetoreadallofitindetail.Don’tworry–what’simportantisbeingengagedinwhateveryouarereading.Herearesomepromptsforthedifferentkindsofthingstowatchoutforandcommentuponwhilstreading:

Thecaseitself­Commentonthesubstanceofthehistoryitself.Highlightwhatyoufindparticularlyengrossingorinteresting.

Relevancetoyou‐Watchoutforeventsordescriptionsofthingsthatfeelrelevanttoyoursituation:Youmayberemindedofsomethingyouhaveexperiencedorsituationsyouhavebeenin.Orsomethingmightstrikeyouasbeingpotentiallyusefulandadaptabletoasituationorchallengethatyoufacetoday.Notethese–describingifappropriatethesituation‐nomatteriftheyarequiteunconnectedtowhatisdescribed.

Ideas­Noteanythingthatengagesyourinterest‐intellectuallyorotherwise–athoughtoranideaperhapsorsomethingthatarticulatessomethingyoukindofknewalreadybuthadneverreallythoughtofinthatway.Ifathemestrikesyouasimportant–commentonthis–or

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addanewthemeifitisnotalreadyhighlighted.

Feelings­Notethefeelingsevokedbythepassagesyouread–forexample:amusement,boredom,enjoyment,scepticism,enthusiasmandsoon.

Questions­Recordquestionsthatariseforyouonthereading.Thesemightbequestionsthatyouwouldputtotheoriginalprotagonistifhe/shewerethere.Orquestionsforyourownsituationorothers.

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Appendix B - Active reader workbook

Worksheets

LearningHistory:

Yourname(optional38):

PermissiontoCopy:(pleasewriteyes/no)

38Yournamewillnotbeused.Thesesheetsareusedasadataintheresearchtoshowhowindividualsreacttothelearninghistories.

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Worksheet2:ABOUTTHECASE

Whatinterestedyou?

Ideas/Elements/Themes of interest

Thoughts, Feelings, Reactions

Comments

Questions ‘re the case

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Ideas for you

Reminds you of.. Your stories

Your Challenges

Your own questions

Worksheet3:ABOUTYOU

Whatwasrelevanttoyoursituation?

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Writeaquick,topoftheheadwrap‐upstatementofhowyou’vefoundtheexperienceofreadingthelearninghistory.Thiscanincludecommentsontheactualhistory,itsrelevancetoyouormoregeneralcommentsonhowyoufindthepresentationofthedocumentorthisapproachtolearning.

Quick Wrap-up Statement

you

Worksheet1:QUICKWRAP­UP

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Appendix C - Letter inviting perspectives on Merton

DearMertonhistoryparticipant,

I’ve been passed your e-mail address by Adrian Hewitt of the London Borough of Merton. I am writing to let you know about case history research that I have been doing with Adrian that indirectly involves you.

The research is part of a major public funded EPSRC/ESRC Carbon Vision project called ‘Lowcarbonworks’ that is being led by the University of Bath. This is an action research project looking at how transformations to a low carbon future might be enabled. My particular research within that has been located in Local Authorities – where for the past 18 months I've been conducting what is called a Learning History of a handful of places across the UK where various innovative steps have been taken to reduce carbon (directly or indirectly). The research digs into the human story of what happened and explores how learning from such cases might be disseminated as widely as possible. It emphasizes the importance of co-learning between local authorities and others who are tackling carbon reduction. It is work therefore that is important in the wider public interest.

As part of this research, based on interviews with Adrian, I have created what is called a Learning History of the Merton Rule. In that learning history your name has been mentioned in some of the key scenes of the story of how this innovative piece of policy came about. So I am writing to make you aware of this research, to check if you would consent to having your real name used in the ‘Learning History’, and to warmly invite you to add your own recollections (or comments) to those parts of the Learning History that involve you.

The next page outlines the research and explains why I am approaching you in this way.

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It also explains how these case histories are being used and why any input you might give, however short, would be of great value. I hope you will have a few minutes to respond and look forward to hearing from you.

Background to the research

Action research is a form of research that seeks to engage meaningfully with participants rather than extracting data from them. It is geared largely at finding value in the field - for participants and for the sustainability agenda in general. The Learning History being created is looking at examples such as the Nottingham Declaration, The Merton Rule etc. and presenting alongside an analytical take of these cases, the more human story of chance and endeavour that lies behind them.

Purpose of the Research

The research then sets about quite deliberately to amplify the impact of these examples of carbon reduction and to increase the level of learning from them. It seeks to do this in different ways. Firstly, by inviting people to engage with the Learning Histories, it is hoped to enlarge a mood of celebration and participation around the examples that have been documented. Second, by bringing people together to collaboratively ask how stories from one place might have relevance elsewhere, it is hoped that there can be a joining up of some of the different themes and lessons that are being documented.

Who will see the learning history?

The History is shown to and discussed with others participating in the research (generally people working in the field of sustainability in other Local Authorities or elsewhere) and also to wider audiences including academic audiences as well as research partners. There are plans too for multi-stakeholder events around these Learning Histories where again the contents would be shared a wider audience drawn from Local Government and other sectors. Some of the research may be published, in academic journals, or on a website. You would be notified of this should you wish.

Policy on making people anonymous.

The names of 3rd parties are anonymised by default. However, in the spirit of giving a real account of what happened and celebrating all the stakeholders involved, I seek permission from most of the 3rd parties to use their real names. The Learning History is written with due care and concern for all 3rd party’s reputation or privacy. Permission to use real names is sought only from those for whom, based on the judgment of myself and the interviewee, there is little or no reputational risk. On the contrary, the desire is to acknowledge, indeed give credit for the part that you have played.

Invitation to read and comment on the Learning History.

You are invited to add your own recollection to the Learning History. Currently the 'history' is derived based on just one or two people’s experience of events – inevitably there will be gaps on detail; certain events will be emphasised whilst others not. The research actively seeks to balance and enrich that with perspectives, comments and

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stories from others who were involved. I stress that the research aims not to arrive at one agreed account of everything that happened. Rather it is trying to gather different perspectives and recollections that are hopefully not entirely incompatible! So you are invited to add any story or recollection of yours that fills a gap or casts a new slant on events described. You can do this in whatever way you see fit – via e-mail, by marking up the document, a phonecall or whatever you wish. If you would like to comment directly on the "word" document then please let me know and I will send it to you. If there’s anything you’d like to clarify then please don’t hesitate to contact me.

With best wishes,

Margaret Gearty

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Appendix D - Highlights of research for participants

WhatisthisResearchabout?

‐ThisPhDresearchispartofabiggerresearchprogram(LowCarbonWorks39­underCarbonVisionumbrella)fundedbyESRC/EPSRCandbeingrunattheUniversityofBath.

‐ItisanActionresearchprogram:i.e.itisdesignedtoengagewithpeople&havevalueforpeopleratherthanjust'extract'stuff.

‐Theresearchistryingtounderstandhowinnovationforcarbonreductioninorconnectedwithlocalauthoritiescomesaboutandhowwemightlearnfromsuchinnovation.Itisdoingthisbydevelopingalearninghistoryofsuchinnovations.

‐Theresearchiscenteredontheuseoflow­carbontechnologies(e.g.CHP,BiomassandSolarPVetc)butincludestooinnovativepractices,betheyfinancial,economicorsocial,thatareneededinordertoenablesuchtechnologies(e.g.ESCOasinWoking,theMertonRule,HousingAssociations...)

WhoandWhat’sinvolved?

‐ALearningHistoryisproducedbasedon2­3hourconversation/interviewwith'innovator(s)'(oneortwopeoplewhowerecloselyconnectedwiththeprojandwhoareinterestedandwillingtodescribeitshighsandlows).Mostpeoplequiteenjoytakingtimeouttoreflectandtalkabouttheirexperiences.

‐Thehistoryincludesdirectquotesfrominterview,astoryaswellasthematicanalysistomakeitareadablelivelyaccount.Quotesandfactsarecheckedbackwiththeoriginalinnovator.

‐Theresearcherthengoesontoworkwithotherstakeholders(e.g.otherLAsbutpossiblyotherinterestedstakeholdersliketheNTrust)toseehowtheycanlearnfromtheseinnovations(i.e.appliedandaimingtobeuseful)

39Formerlywentunderthename:UnlockingLowCarbonPotential

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‐LearninghistorycouldbeusedasaresourcethenbyLAitselfinternallyaspartofitsportfolio.Theoriginalinnovatoralsocanhearhowothersrespondtothelearninghistory.

‐LearningHistoryisnotacasestudy‐itisdifferent–itkeepsinsomeofthemessybitsandthehumanstory.Itacknowledgeseachcontextisdifferent‐partoftheresearchistojudgeifthisishelpfulforotherstryingtoinnovateindifferentcontexts.Linksaremadetotheorytoo.

‐ParticipanthasopportunitytoseeandcommentonotherlearninghistoriesgatheredintheresearchandisinvitedtoparticipateinaLearningHistoryworkshopwithstakeholdersinearly2008.Thiseventisdesignedasalearningandnetworkingeventandtheinnovatorisinvitedtobringalongoneortwoothersfromhis/herlocalnetworktoattend.

‐Participantalsohasopportunitytoparticipateinlargerresearchprogramdialogueconferencesplannedfor2008

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Appendix E- Learning history workshop flyer

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Appendix F - Digital story of the learning history workshop Please see inside of front cover or below for this disc.

Note that electronic versions of all five Learning History artefacts are also copied onto

this disc.

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Appendix G - Learning history artefacts

Accompanying the hardcopy of this thesis are the following Learning History booklets:

The Nottingham Declaration

Barnsley & Biomass: It’s a no-brainer!

Kirklees: A lonely solar pioneer

Southampton District Energy Scheme

Electronic versions of these and the Merton Rule learning history are also included on

the enclosed disc and should be printed 2 sheets per page on A4 to re-create the A5

booklet.

Please open electronically if you are accessing the online/electronic version.