Lea, Mary R.
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This chapter foregrounds the changing context of higher education and, in relation to this, explores the potential value of taking an academic literacies perspective to help understand more about new writing spaces in the academy. It draws on data from a research project with university lecturers who are taking a postgraduate certificate in academic practice. It raises questions about the inherent tension between professional practice-based knowledge and a theorised written assessment of that knowledge as this space is negotiated and contested by different participants, both those who teach on the course in question and those who study it. It examines how - in addition to disciplinary identities - different experiences of writing before starting the course, values about writing in relation to professional identity and the models of writing associated with specific professional fields all suggest a contested space for writing.
|Item Type:||Book Chapter|
|Copyright Holders:||2012 Emerald Group Publishing Ltd|
|Extra Information:||The chapter is in an edited volume. The editors are
Montserrat Castello Badia and Christiane Donahue
RS 23/1/12 Not on Emerald website. Google books and Amazon have different publication dates of Feb, 2012 and Dec 2011 respectively so possibly NYP but pdf attached so moving to Live. No URL available
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Mary Lea|
|Date Deposited:||23 Jan 2012 11:11|
|Last Modified:||07 Feb 2017 20:43|
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