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Purpose: This article aims to explore the meanings of positionality and demonstrate how reflective memos can illustrate positionality in a constructivist grounded theory (CGT) study. Design/methodology/approach: Acknowledging the positionality of the researcher through a reflective approach is an essential element of CGT studies. The first author (IS) used reflective memoing in her CGT study on Indian immigrant children's asthma to practice reflexivity and make her positionality explicit. Through memos, IS acknowledges her knowledge, beliefs, practices, experience and pre-existing assumptions about the research topic. This article is a compilation of the reflective memos that IS wrote during the initial phase of her research and draws on her motivations as they relate to the topic under study in the context of current literature. Findings: The reflective accounts of a researcher's background and experience can act as a lens for understanding the research question and the choice of methodology. Practical implications: This article may be useful to novice qualitative researchers who are struggling to define and establish their own positionality. John Dewey's and David Schon's works on reflective thinking serve as valuable tools to practice reflexivity. Philosophically underpinned reflections in the form of memos, employed from the outset and throughout the study, can enhance the study rigour by making research decisions transparent. Originality/value: This article provides practical guidance on how to outline positionality at the outset of a CGT study.

Purpose: The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors' report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand. Design/methodology/approach: Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices. Findings: Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes. Research limitations/implications: This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities. Originality/value: This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.