Making visible the affective dimensions of scholarship in postgraduate writing development work
- Authors: Clarence, Sherran
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439495 , vital:73601 , https://doi.org/10.47989/kpdc63
- Description: Many university writing and student academic development centres serve both under-and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.
- Full Text:
- Date Issued: 2020
- Authors: Clarence, Sherran
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439495 , vital:73601 , https://doi.org/10.47989/kpdc63
- Description: Many university writing and student academic development centres serve both under-and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.
- Full Text:
- Date Issued: 2020
Developing academic literacies through understanding the nature of disciplinary knowledge
- Clarence, Sherran, McKenna, Sioux
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Date Issued: 2017
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Date Issued: 2017
Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61314 , vital:28014 , https://doi.org/10.1080/13562517.2015.1115972
- Full Text: false
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61314 , vital:28014 , https://doi.org/10.1080/13562517.2015.1115972
- Full Text: false
- Date Issued: 2016
Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59823 , vital:27655 , http://www.legitimationcodetheory.com/pdf/2016Clarence-c.pdf
- Description: John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. This paper proposes a complementary approach that accounts for different kinds of knowledge and knower building. Using Legitimation Code Theory’s concept of Specialisation, the paper argues that accounting for what makes a discipline ‘special’ in terms of its basis for legitimate achievement can enable curriculum writers to align curricula more effectively with that basis in different disciplines. Using a case study approach, this paper shows how this tool can provide lecturers and academic development practitioners with a useful mode of analysing curriculum alignment to more ably account for differential development of disciplinary knowledges and knowers.
- Full Text:
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59823 , vital:27655 , http://www.legitimationcodetheory.com/pdf/2016Clarence-c.pdf
- Description: John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. This paper proposes a complementary approach that accounts for different kinds of knowledge and knower building. Using Legitimation Code Theory’s concept of Specialisation, the paper argues that accounting for what makes a discipline ‘special’ in terms of its basis for legitimate achievement can enable curriculum writers to align curricula more effectively with that basis in different disciplines. Using a case study approach, this paper shows how this tool can provide lecturers and academic development practitioners with a useful mode of analysing curriculum alignment to more ably account for differential development of disciplinary knowledges and knowers.
- Full Text:
- Date Issued: 2016
Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61335 , vital:28016 , http://cristal.epubs.ac.za/index.php/cristal/article/view/69
- Description: Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.
- Full Text:
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61335 , vital:28016 , http://cristal.epubs.ac.za/index.php/cristal/article/view/69
- Description: Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.
- Full Text:
- Date Issued: 2016
Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59816 , vital:27654 , https://doi.org/10.1080/07294360.2016.1263831
- Description: Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
- Full Text: false
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59816 , vital:27654 , https://doi.org/10.1080/07294360.2016.1263831
- Description: Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
- Full Text: false
- Date Issued: 2016
What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers
- Van Heerden, Martina, Clarence, Sherran, Bharuthram, Sharita
- Authors: Van Heerden, Martina , Clarence, Sherran , Bharuthram, Sharita
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59856 , vital:27669 , https://doi.org/10.1080/02602938.2016.1212985
- Description: Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
- Full Text: false
- Date Issued: 2016
- Authors: Van Heerden, Martina , Clarence, Sherran , Bharuthram, Sharita
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59856 , vital:27669 , https://doi.org/10.1080/02602938.2016.1212985
- Description: Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
- Full Text: false
- Date Issued: 2016
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