Re-genering academic writing. Case Study 2: Cabinet of Curiosity
This is Case Study 2 of 5, as introduced in ‘Re-genering academic writing’ on pp. 181–90, which includes an overview of the context across all five pieces.
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This is Case Study 2 of 5, as introduced in ‘Re-genering academic writing’ on pp. 181–90, which includes an overview of the context across all five pieces.
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Re-genering academic writing. Case Study 5: Multimodal Exhibition
This is Case Study 5 of 5, as introduced in ‘Re-genering academic writing’ on pp. 181–90, which includes an overview of the context for all five pieces.
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This is Case Study 5 of 5, as introduced in ‘Re-genering academic writing’ on pp. 181–90, which includes an overview of the context for all five pieces.
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Re-genering academic writing. Case Study 4: Digital Storytelling
This is Case Study 4 of 5, as introduced in ‘Re-genering academic writing’ on pp. 181–90, which includes an overview of the context for all five pieces.
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This is Case Study 4 of 5, as introduced in ‘Re-genering academic writing’ on pp. 181–90, which includes an overview of the context for all five pieces.
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Re-genering academic writing. Case Study 1: Collages
The starting point of our re-genering experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often...
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The starting point of our re-genering experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often labelled as ‘deficit’. We, as learning developers and educationists, started by welcoming and valuing students for who they were, rather than remediating them because of what they were not. Our teaching started with their strengths and assets: their commitment and engagement; and what they could do and what challenge they could rise to without the need for the specific cultural and academic capital typically already possessed by the traditional, middle-class student. The present article and mini-case studies (see also ‘Cabinet of Curiosity’ pp. 211–15, ‘Games and Board Games’ pp. 261–66, ‘Digital Storytelling’ pp. 275–78 and ‘Multimodal Exhibition’ pp. 291–303) present some of the ludic work we have undertaken with our students. This article contains Case Study 1.
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Facilitating student engagement with academic writing : review of an online resource in a widening participation context
As education undergoes a process of rapid change, impelled by government intervention and market forces, collegiality has for us generated an increased sense of purpose amidst these pressures and a positive way of harnessing new technologies for...
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As education undergoes a process of rapid change, impelled by government intervention and market forces, collegiality has for us generated an increased sense of purpose amidst these pressures and a positive way of harnessing new technologies for enhancing our students’ learning. The ‘widening participation’ student in particular tends to experience higher education as a series of ‘struggles’ in the face of discourses of derision, overassessment, participation in paid employment and, perhaps, those e-learning initiatives designed to rationalise resources rather than support staff or empower students. This paper reviews the ‘Write to Learn’ (W2L) resource that was produced by collaboration between academic, learning development and learning technology staff to support students in their real-life situations - with their actual academic writing tasks.
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Disrupting Learning Landscapes: mentoring, engaging, becoming
The present paper explores the pairing of a second year Peer Mentoring in Practice with a first year Becoming an Educationalist module and the role that reflective writing – in logs and blogs – plays in encouraging our students to engage with the...
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The present paper explores the pairing of a second year Peer Mentoring in Practice with a first year Becoming an Educationalist module and the role that reflective writing – in logs and blogs – plays in encouraging our students to engage with the material, to write to learn and to produce narratives of the self in times of transition.
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Supporting student writing and other modes of learning and assessment: a staff guide
This guide promotes writing-to-learn. Academic writing is a contested area that is tricky to navigate and master especially for newcomers. However, this does not need to be the case. We show that if instructors ‘teach’ writing differently, it can...
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This guide promotes writing-to-learn. Academic writing is a contested area that is tricky to navigate and master especially for newcomers. However, this does not need to be the case. We show that if instructors ‘teach’ writing differently, it can foster students’ learning. Academic writing is a process: we write to become academic. It is an initiation into and participation in wider professional and academic discourses. This guide is an invitation to move beyond the ‘mechanics’ of writing - to make it meaningful, engaging, interactive and fun. If writing is appreciated as developmental - and appropriately supported - it automatically spurs students on to write their ‘best’.
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Collective writing: the continuous struggle for meaning-making
This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the...
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This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively written scholarly articles published between 2016 and 2022. Collective writing is a continuous struggle for meaning-making, and our research insights merely represent one milestone in this struggle. Collective writing can be designed in many different ways, and our workflow merely shows one possible design that we found useful. There are many more collectively written scholarly articles than we could gather, and our reading list merely offers sources that the co-authors could think of. While our research insights and our attempts at synthesis are inevitably incomplete, ‘Collective Writing: The Continuous Struggle for Meaning-Making’ is a tiny theoretical steppingstone and a useful overview of sources for those interested in theory and practice of collective writing.
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