Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/93693
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Type: | Journal article |
Title: | Blogging as community of practice: lessons for academic development? |
Author: | Guerin, C. Carter, S. Aitchison, C. |
Citation: | International Journal for Academic Development, 2015; 20(3):212-223 |
Publisher: | Taylor & Francis |
Issue Date: | 2015 |
ISSN: | 1360-144X 1470-1324 |
Statement of Responsibility: | Cally Guerin, Susan Carter & Claire Aitchison |
Abstract: | As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since its inception, it has grown to include diverse and overlapping communities of academic developers, language and literacy specialists, supervisors, and students with shared interests in doctoral writing. This case study reflects on our experiences of entering the online environment through the lens of connectivist learning, noting the practices and communities that have been established, and the blog’s positioning in relation to our formal roles within universities. We consider how blogging relates to our work as academic developers. Details of our experiences, with our analysis and reflection of them, can inform other academic developers seeking to engage in social media networks as part of their working lives. |
Keywords: | blogging connectivism doctoral writing community building social media in higher education |
Rights: | © 2015 Taylor & Francis |
DOI: | 10.1080/1360144X.2015.1042480 |
Published version: | http://dx.doi.org/10.1080/1360144x.2015.1042480 |
Appears in Collections: | Aurora harvest 7 Education publications |
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hdl_93693.pdf | Accepted version | 225.38 kB | Adobe PDF | View/Open |
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