Writing in and across Disciplines
THE RESEARCH CIRCLE AS A RESOURCE IN CHALLENGING ACADEMICS’ PERCEPTIONS OF HOW TO SUPPORT STUDENTS’ WRITING IN HIGHER EDUCATION
Lotta Bergman
Malmo University, Malmo Sweden
This presentation deals with research exploring how a group of academics, from different disciplines, collaboratively reflect on and extend their knowledge about how to support students’ writing. A teacherperspective on this issue is important since the limited research shows that academics may be uncertain about how such support can be designed and whether or not their competencies are adequate (Bailey, 2010). Research concerning how teachers’ practices can be changed and developed is also scarce. The study is influenced by action research, concerned with developing and changing an activity and to gain knowledge regarding processes of change (Somekh, 2006). The research took place within a research circle that gave opportunities for a dialogue where experiencebased and researchbased knowledge could meet. The project included participants’ smallscale investigations where different ways to support students was explored. The theoretical foundation is sociocultural (Wertsch, 1998), supplemented with theories about the importance of critical reflection for changes in ways of thinking and acting (Mälkki, 2011). Furthermore, the project draws on academic writing research, particularly socioculturally oriented approaches (e.g. Lea & Street, 1998). The data gathered includes audiorecorded meetings and semistructured interviews. Result show how experiencebased stories together with researchbased knowledge can become powerful resources for challenge and development. Through the collaborative work and the smallscale investigations the dialogue change character from focus on approaches to remedy students’ failings to participants’ teaching practices and the responsibilities of institutions.
References
Bailey, R. (2010). The role and efficacy of generic learning and study support: What is the experience and perspective of academic staff? Journal of Learning Development in Higher Education , 2, 114.
Lea, M. R., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23 (2), 157172.
Mälkki, K (2011). Theorizing the Nature of Reflection. Helsinki: University Print.
Somekh, B (2006). Action Research. A Methodology for Change and Development. New York: Open University Press.
Wertsch, J. (1998). Mind as action. New York, Oxford: Oxford University Press.