Ross Adamson, Dr Jess Moriarty & Dr Vy Rajapillai

University of BrightonJuly 2013

E-reading between the lines: 21st century literature, digital platforms and literacies

OutlineReflections on initial projectHow the project has evolvedImpact on our shared and individual

teaching and research – challenges to traditional academic discourse(?)

How this might be connected to wider academy

The first postAim

To foster independent learning through peer feedback.To offer safe spaces to share and feedback on work

ParticipantsUndergraduate students on a creative writing module

ContextFunded by teaching and learning fund @ UoBSetting up the online environment How the blog was used

Data collectionFocus groupOnline activity

Findings from the first postReal space- Creativity centre:

Enabling Creativity Away from the traditional classroom Provided an interesting space to be creative- music, slide

shows, lighting Layout and ambiance enabled reflectivity

Feedback process Objective Non- threatening space to participate in feedback process Enhance the presentation of the creative piece- reading the

work out loud to the classLimitation

Lack of control over the space- layout and ambiance Does not address individual preferences- not too dissimilar

to classroom in this respect Can be intimidating to present work in this environment Limited time to reflect and respond with feedback to the

work that is being read out in class

Findings from the first postVirtual space- Blogs

Non- threatening environment to present work Time to reflect on your work before presenting for feedback No time pressure or having to ‘perform’ in front of peers

Complemented and enhanced the feedback process Time to read the work before providing feedback Engaged student participation in the feedback process-

almost immediate response to peer feedbackPersonally, I enjoyed this much more when you read it out- though I'm not sure why.. Looking forward to seeing the rest of it though. Tuesday, 05th Jan 2:27 PM by Student 2O.K. That's the first para and the last line gone. Any better? More coming tomorrow...... Tuesday, 05th Jan 8:33 PM by Author

Maintain the momentum of the activity- writing and feedback

Findings from the first postVirtual space- Blogs (cont..)

Developed skills in providing constructive feed

This is really good... your description is really realistic and vivid, and as i hate the dentist - it actually made me feel sick! Must be good to give me that reaction! I know what you mean about the third paragraph, but i think it would work whether you scrapped it or not.

(Student 1)  Displayed peer support to enhance creativity-

proposing ideas to enhance the written pieceI love this, the short sentences really work. The only bit I thought maybe you could change was the bit about the hands in the pockets? maybe instead of 'You stuck your hands in your pockets. You wore loose jeans; I was always surprised your hands reached your pockets' it could be "You wore loose jeans. You stuck your hands in your pockets; i was always surprised they reached." Other than that its great! (Student 2)

Findings from the first postVirtual space- Blogs (cont..)

Enabled students to reflect on and develop their writing skills

Limitation Some pieces needed to be ‘read’ out loud to ‘feel’ the

impact, hence affecting the feedback.Personally, I enjoyed this much more when you read it out- though I'm not sure why..

Posting work on-line for feedback was intimidating – participants tended to be more critical and less constructive with their feedback

Findings from the first postEnabling Creativity

Away from the traditional classroom Removed (to some extent) the hierarchy of the workshop

environment Focus on students rather than tutor

Feedback process Non- threatening space to participate in feedback process Enhance the presentation of the creative piece- reading

the work out loud to the class Developed confidence with creative, critical and

communicationLimitation

Still policed by a tutor – good and bad? Can be intimidating to present work in this environment

(?)

Driving the second postTo investigate how the students used the blogs

to enhance their final assessment portfolio

Consider ways of incorporating the online feedback process as part of the assessment

And so...Incorporated blogs as an assessment tool for

critical engagement with academic papers

Aim of this was To capture the learning and meaning making

through the use of blogs Description of life online assessment

Life online- using blogs for assessmentDetailed discussion demonstrating critical

understanding of theories of digital media culture

Demonstrating an ability to identify, summarise and evaluate academic sources.

Reflections on life onlineTension between traditional expectations

of academic writing and the ‘new diary’ genre ethos of writing a blog post.

It challenges traditional academic discourseReferencing/citation conventionsObjective vs subjective voice in critical analysis

Reflections on life onlineE-literacy

Tutors Raising issues regarding the perceived legitimacy of

incorporating blogs and genres of creative and personal writing in academic work

Rethinking academic writing in this environment Recognizing the subjective voice? To what extent….?

Learners Raising awareness about academic writing Reflecting on writing across different genre

Conclusion Teachers and learners need to unlearn to learn

Tutors need to actively engage with and challenge academic writing conventions

Engage with and legitimize the potential for adopting blogs and other styles of writing in academic research

Students need guidance and practice in learning to write in and for this hybrid genre

QuestionsHow can we further legitimize personal

and creative approaches to academic writing for undergraduate students? Why?

Can writing in personalised genres encourage deeper engagement with academic material?

Questions….

Many thanksjsm@brighton.ac.ukv.rajapillai@brighton.ac.uk