Collective Writing: The Continuous Struggle for Meaning-Making
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Published:2022-07-15
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Volume:
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ISSN:2524-485X
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Container-title:Postdigital Science and Education
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language:en
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Short-container-title:Postdigit Sci Educ
Author:
Jandrić PetarORCID, Luke Timothy W., Sturm SeanORCID, McLaren Peter, Jackson LizORCID, MacKenzie AlisonORCID, Tesar MarekORCID, Stewart Georgina TuariORCID, Roberts PeterORCID, Abegglen SandraORCID, Burns TomORCID, Sinfield SandraORCID, Hayes SarahORCID, Jaldemark JimmyORCID, Peters Michael A., Sinclair ChristineORCID, Gibbons AndrewORCID
Abstract
AbstractThis 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.
Publisher
Springer Science and Business Media LLC
Subject
Social Sciences (miscellaneous),Arts and Humanities (miscellaneous),Education
Reference94 articles.
1. Abegglen, S., Burns, T., & Sinfield, S. (2017). “Really free!”: Strategic interventions to foster students’ academic writing skills. Journal of Educational Innovation, Partnership and Change, 3(1), 251–255. https://doi.org/10.21100/jeipc.v3i1.589. 2. Abegglen, S., Burns, T., & Sinfield, S. (2019). It’s learning development, Jim - but not as we know it: academic literacies in third-space. Journal of Learning Development in Higher Education, 15. https://doi.org/10.47408/jldhe.v0i15.500. 3. Abegglen, S., Burns, T., & Sinfield, S. (2021a). Being fiercely alive and fiercely ourselves in higher education. In R. Toft Norgard, J. E. M. Solheim, & K. J. Bukholt (Eds.), Playful higher education: Voices, activities, & co-creations from the PUP community (pp. 110–113). Aarhus: Playful University Platform. 4. Abegglen, S., Burns, T., & Sinfield, S. (2021b). Supporting student writing and other modes of learning and assessment: A staff guide. Calgary: University of Calgary. 5. Abegglen, S., Burns, T., & Sinfield, S. (2022). Review of Michael A. Peters, Tina Besley, Marek Tesar, Liz Jackson, Petar Jandrić, Sonja Arndt, & Sean Sturm (2021). The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00310-7.
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