通过写作教学法培养博士生的社会化和研究能力

Africa S. Hands, Virginia M. Tucker
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引用次数: 2

摘要

在这篇文章中,我们介绍了一个博士写作和出版的教学练习,旨在支持学生在他们的研究中打下基础,并在研究/写作/博士里程碑过程的各个阶段展示具体化的思维。我们增加了现有的博士写作教学法与7幻灯片更新的贡献,它引导博士生专注于关键的论文要素,以支持他们的社会化和学术话语社区内的沟通。这种练习创造了一种结构,通过这种结构,学生可以开始阐述他们的研究,绘制年度进展图,并通过书面和口头方式发展为学术交流者。教学练习也支持社会化,因为博士生将他们的工作定位在各自的学科或学术话语社区,因为它强调发展研究专长和学术交流技巧。该练习适用于博士和研究生水平的课程。本文介绍了该练习在博士生实习期间的原始实现,以及一年后实现的修改版本。来自学生和教师参与者的反馈是共享的,其影响是详细的。
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Fostering Doctoral Student Socialization and Research Expertise through Writing Pedagogy
In this article, we introduce a pedagogical exercise for doctoral writing and publication that aims to support students’ grounding in their research and to demonstrate concretized thinking throughout various stages of the research/writing/doctoral milestone process. We add to existing doctoral writing pedagogies with the contribution of the 7-Slide Update, which guides doctoral students to focus on key dissertation elements to support their socialization into and communication within academic discourse communities. This exercise creates a structure by which students can begin articulating their research, charting yearly progress, and developing as communicators of scholarship through written and oral means. The pedagogical exercise also supports socialization as doctoral students position their work in their respective disciplinary or academic discourse communities as it emphasizes developing research expertise and scholarly communication skills. The exercise is adaptable for use in doctoral and graduate-level programs. The article presents the original implementation of the exercise at a doctoral student residency and its modified version implemented a year later. Feedback from student and faculty participants is shared and implications are detailed.
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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