Howitt, S. M., Wilson, A. N. and Higgins, D. M. (2023) Unlearning, uncovering and becoming: experiencing academic writing as part of undergraduate research. Teaching in Higher Education, (doi: 10.1080/13562517.2022.2145466) (Early Online Publication)
Text
284717.pdf - Accepted Version Restricted to Repository staff only until 13 May 2024. 260kB |
Abstract
Increased specialisation of disciplinary cultures creates barriers for students who may not understand the genre, style and conventions of disciplinary writing. Academic literacies research recognises that literacy is a social practice where writing is inextricably linked to knowledge construction. Learning to write, therefore, requires meaning-making by students as they engage with the nature of questions asked and arguments constructed within a discipline. We have examined the proposition that immersive and dialogic environments promote learning of disciplinary writing by analysing students’ lived experience during a science undergraduate research project. We adopted an academic literacy framework for a qualitative analysis of students’ reflective journals as they wrote a critical review. We show that (i) students initially struggled with assessment requirements, terminology and writing conventions; (ii) constructing the critical review was coupled to epistemological changes as they understood scientific argument; and (iii) they gained confidence in themselves as participants in the scientific community.
Item Type: | Articles |
---|---|
Keywords: | Academic literacies, undergraduate research experience, communication, assessment, reflection. |
Status: | Early Online Publication |
Refereed: | Yes |
Glasgow Author(s) Enlighten ID: | Wilson, Dr Anna |
Authors: | Howitt, S. M., Wilson, A. N., and Higgins, D. M. |
Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
College/School: | College of Social Sciences > School of Education |
Journal Name: | Teaching in Higher Education |
Publisher: | Taylor and Francis |
ISSN: | 1356-2517 |
ISSN (Online): | 1470-1294 |
Published Online: | 13 November 2022 |
University Staff: Request a correction | Enlighten Editors: Update this record