Search Results

You are looking at 1 - 10 of 11 items for

  • Author or Editor: Cecile Badenhorst x
Clear All

Face-to-face university classrooms have the possibility to be transformed by the array of electronic technology available. The potential to engage students in a range of multi-media learning situations opens opportunities for academic staff and faculty. However, not all these potential opportunities will translate into teaching and learning moments and research is needed on how new media can be used effectively in face-to-face classrooms. This chapter reports on the use of blog writing in a small fourth year seminar class where the course content was theoretically difficult. In this particular cohort of students the lecturer introduced blogs, a technology the students were familiar with, to both assess their level of understanding, but also as a way of engaging students on a deeper level. The purpose of this study was to examine the writing students produced on this blog to assess how blogs can be used in face-to-face classrooms. The data collected consisted of the lecturer’s reflective journal, four blog posts by the lecturer, 46 lengthy blog comments by the students and course evaluation forms where the students had been specifically asked to evaluate the use of blogs in the course. The data were analysed using an intertextual analysis as an indication of student engagement through writing. A key finding of this research is that blogs allow students to engage with course content through writing without the restrictions of following academic conventions and that blogs allow students to write for a real audience - their peers - and this has a profound affect on their engagement in both their writing and the content of the course.

In: Spectrums and Spaces of Writing
Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences.

With contributions from: Nick Almond, Cecile Badenhorst, Agnes Bosanquet, Marcia Z. Buell, Jayde Cahir, Mary Davies Turner, Robert B. Desjardins, Gretchen L. Dietz, Jennifer Dyer, Shawana Fazal, Marília Mendes Ferreira, Amanda French, Clare Furneaux, Cally Guerin, Pejman Habibie, Devon R. Kehler, Muhammad Ilyas Khan, Kyung Min Kim, Sally S. Knowles, Stephen Kuntz, Tara Lockhart, Michelle A. Maher, Muhammad Iqbal Majoka, Cecilia Moloney, Zinia Pritchard, Janna Rosales, Brett H. Say, Natalia V. Smirnova, Natalie Stillman-Webb, Joan Turner, John Turner, Gina Wisker, and K. Hyoejin Yoon.
In: Research Literacies and Writing Pedagogies for Masters and Doctoral Writers
In: Research Literacies and Writing Pedagogies for Masters and Doctoral Writers
In: Research Literacies and Writing Pedagogies for Masters and Doctoral Writers
In: The Negotiated Self

Abstract

Writing and publishing in the neo-liberal university can often be challenging for faculty. Hyper-accountability, competitive environments and constant evaluation can wreak havoc on personal writing goals and agendas. In this chapter, we describe our collaborative writing partnership. We use the metaphor of “wildness” and use writing-in-place to explore our experiences. These activities helped us to open our eyes to each other and ourselves, and to shift our writing practices. Using narratives generated through this process, we offer our thoughts on the possibilities writing collaborations can offer.

In: Critical Collaborative Communities
In: Research Literacies and Writing Pedagogies for Masters and Doctoral Writers
In: At the Intersection of Selves and Subject
In: At the Intersection of Selves and Subject