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E-raamat: Academics Writing: The Dynamics of Knowledge Creation

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, (Lancaster University, UK), , (Lancaster University, UK),
  • Formaat: 178 pages
  • Ilmumisaeg: 14-Mar-2019
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9780429582592
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Academics Writing: The Dynamics of Knowledge CreationSuurem pilt
  • Formaat: 178 pages
  • Ilmumisaeg: 14-Mar-2019
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9780429582592
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Academics Writing recounts how academic writing is changing in the contemporary university, transforming what it means to be an academic and how, as a society, we produce academic knowledge. Writing practices are changing as the academic profession itself is reconfigured through new forms of governance and accountability, increasing use of digital resources, and the internationalisation of higher education. Through detailed studies of writing in the daily life of academics in different disciplines and in different institutions, this book explores:











the space and time of academic writing;





tensions between disciplines and institutions around genres of writing;





the diversity of stances adopted towards the tools and technologies of writing, and towards engagement with social media; and





the importance of relationships and collaboration with others, in writing and in ongoing learning in a context of constant change.

Drawing out implications of the work for academics, university management, professional training, and policy, Academics Writing: The Dynamics of Knowledge Creation is key reading for anyone studying or researching writing, academic support, and development within education and applied linguistics.

Arvustused

"Through a detailed examination of academics writing practices, the authors both ground and critique higher education in its present social and cultural context. This provides the springboard for their exploration of digital scholarship and its implications for academic identity work and knowledge production in an age of social media."

Honorary Associate Mary Lea, The Open University, UK

List of illustrations
ix
Preface x
Acknowledgements xii
1 Introduction and context for the study
1(10)
The changing university
2(3)
Research on academic writing
5(2)
Chapter by chapter on time
7(4)
2 Theories and methods for studying academics writing
11(16)
Framing the research: literacy studies and socio-material theory
11(4)
Implications for research design and methodology
15(1)
From principles to design
16(1)
Methodological decisions and procedures
17(7)
Phase one Differently focused interviews
19(2)
Phase two Videography
21(1)
Phase three Broadening out
22(2)
Data analysis
24(2)
Auto-ethnography
26(1)
Impact activities in the research sites
26(1)
3 Days in the lives of academics, writing
27(18)
Clearing away the small tasks
27(2)
Meetings and multitasking
29(1)
Working from home
30(2)
Daily routines
32(1)
Finding the printer, finding the papers
33(1)
Managing email pressures
34(2)
Administrative writing and changing accountability demands
36(1)
Reactivity
37(1)
Weekly rhythm
38(1)
Autonomy in writing, support from colleagues
39(1)
Never switching off
40(2)
Control
42(1)
The importance of finishing
43(1)
Conclusion
44(1)
4 Academics writing in space and time
45(18)
Introduction
45(1)
Space
46(6)
Time
52(6)
Strategies
58(3)
Conclusion
61(2)
5 Disciplines, genres, and writing
63(16)
Disciplines
63(2)
Genres
65(2)
The knowledge that is valued in marketing
67(4)
The knowledge that is valued in history
71(3)
The knowledge that is valued in maths
74(3)
Conclusions
77(2)
6 Changing tools and technologies in academics' writing lives
79(13)
Introduction and background
79(1)
Digital tools and resources
80(2)
Digital communications technologies and academics' writing practices
82(1)
What annoys you about technology at work? Affect and stance-taking
83(1)
Different paths to common goals: PowerPoint as a form of writing
84(1)
Conflicted stance: email, a blessing or a curse?
85(7)
7 New social media genres: Marketing the academic self
92(14)
Introduction: new social media genres in academia
92(1)
Practices on different social media platforms
93(4)
Attitudes to using social media
97(1)
Advantages and possibilities of social media
98(2)
Challenges associated with social media
100(5)
Conclusion: professional identity and future implications
105(1)
8 Relationships and collaboration in academic writing
106(14)
Introduction
106(1)
Sharing in research writing
107(3)
Teaching collaborations
110(3)
Administrative writing
113(4)
Writing in service relations
117(1)
Conclusions
118(2)
9 Learning academic writing: An ongoing process
120(14)
Learning at the beginning of the career
121(2)
Learning from others: apprenticeship, collaboration, and networking
123(1)
Learning from others: peer review
124(1)
Learning from others: using models
125(1)
Learning by doing
126(1)
Learning to write for teaching
127(1)
Learning writing for leadership and management
128(1)
Learning meta-logistical and organisational writing
129(2)
Learning social media and new technologies
131(1)
Conclusion
131(3)
10 The futures of writing: Conclusions and implications
134(16)
Space and time
135(1)
Managerialism
136(1)
Digital technologies
137(1)
Relationships, collaboration, and informal learning
138(1)
Stress and pressure
139(2)
Knowledge creation and different visions of writing identities
141(2)
Implications: fostering a positive writing culture in academia
143(3)
Implications for academics
143(1)
Implications for management
144(1)
Implications for workplace learning and professional development
145(1)
Future research
146(2)
Extending the study
146(1)
Methodology
147(1)
International academics writing
148(1)
Conclusion
148(2)
References 150(11)
Index 161
Karin Tusting is a senior lecturer in the Department of Linguistics and English Language at Lancaster University. Her research interests lie in workplace literacies and accountability practices, and linguistic ethnography. She has published on academics, writing practices, digital literacies, workplace literacies and audit society, and linguistic ethnography.

Sharon McCulloch is a senior lecturer in the School of Language and Global Studies at the University of Central Lancashire. Her research interests lie mainly in L2 writing and academic discourse; in particular how students engage with reading, use source material in their writing, and develop their authorial voice. She is also interested in professional academic writing practices and how institutional and social contexts affect writers.

Ibrar Bhatt is a lecturer in the School of Social Sciences, Education and Social Work at Queens University Belfast (Northern Ireland, UK). His research and teaching interests are in the fields of applied linguistics (including TESOL), literacy studies, and educational research with new media. He is also a member of the Governing Council of the Society for Research into Higher Education (SRHE), and a convener of its "Digital University Network".

Mary Hamilton is Professor Emerita of Adult Learning and Literacy in the Department of Educational Research at Lancaster University, UK. She has a long-standing interest in informal, vernacular learning and how communicative and learning resources are built across the life span. Her current research is in literacy policy and governance, socio-material theory, academic literacies, and change.

David Barton is Professor in the Department of Linguistics at Lancaster University, England, and erstwhile Director of the Lancaster Literacy Research Centre. His most recent books, both co-authored and published by Routledge, are Language Online (2013) and Researching Language and Social Media (2014).
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