Student voices in academic writing: PsychLiverpool a community for meaning making

The practice and expectations of academic communication are changing, and blogging provides a socially liberating mechanism by which to support the development of student writing and literacy. The study reported here examines the impact of an academic–student partnership in supporting the developmen...

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Autores principales:	Alexandra Forsythe, Emir Demirbag, Jasmine Warren
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	peer networking blogging student voice student partnership Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/56dd0214a87242e8b1f7c7f52ac7fc8b
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id	oai:doaj.org-article:56dd0214a87242e8b1f7c7f52ac7fc8b
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spelling	oai:doaj.org-article:56dd0214a87242e8b1f7c7f52ac7fc8b2021-11-29T14:02:26ZStudent voices in academic writing: PsychLiverpool a community for meaning making10.47408/jldhe.v0i16.5111759-667Xhttps://doaj.org/article/56dd0214a87242e8b1f7c7f52ac7fc8b2019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/511https://doaj.org/toc/1759-667XThe practice and expectations of academic communication are changing, and blogging provides a socially liberating mechanism by which to support the development of student writing and literacy. The study reported here examines the impact of an academic–student partnership in supporting the development of student discourse. Anonymous feedback gathered from both the contributors and readers of the student blog, PsychLiverpool was analysed using automated text analysis. The analysis identified that high levels of positive emotion were associated with PsychLiverpool. Students valued its capacity to trigger thinking and insight, and the social and networking relationships the blog offered. PsychLiverpool empowered students to expand their learning networks outside of their classroom and peer network by connecting them with like-minded students and academics. By providing students with safe opportunities to develop their skills and networks, it fulfilled their needs for affiliation and achievement, power and reward. The particular advantage of PsychLiverpool was that in operating outside of traditional university processes of assessment and feedback, students were more motivated to write about and engage with academic language on their own terms. Alexandra ForsytheEmir DemirbagJasmine WarrenAssociation for Learning Development in Higher Education (ALDinHE)articlepeer networkingbloggingstudent voicestudent partnershipTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	peer networking blogging student voice student partnership Theory and practice of education LB5-3640
spellingShingle	peer networking blogging student voice student partnership Theory and practice of education LB5-3640 Alexandra Forsythe Emir Demirbag Jasmine Warren Student voices in academic writing: PsychLiverpool a community for meaning making
description	The practice and expectations of academic communication are changing, and blogging provides a socially liberating mechanism by which to support the development of student writing and literacy. The study reported here examines the impact of an academic–student partnership in supporting the development of student discourse. Anonymous feedback gathered from both the contributors and readers of the student blog, PsychLiverpool was analysed using automated text analysis. The analysis identified that high levels of positive emotion were associated with PsychLiverpool. Students valued its capacity to trigger thinking and insight, and the social and networking relationships the blog offered. PsychLiverpool empowered students to expand their learning networks outside of their classroom and peer network by connecting them with like-minded students and academics. By providing students with safe opportunities to develop their skills and networks, it fulfilled their needs for affiliation and achievement, power and reward. The particular advantage of PsychLiverpool was that in operating outside of traditional university processes of assessment and feedback, students were more motivated to write about and engage with academic language on their own terms.
format	article
author	Alexandra Forsythe Emir Demirbag Jasmine Warren
author_facet	Alexandra Forsythe Emir Demirbag Jasmine Warren
author_sort	Alexandra Forsythe
title	Student voices in academic writing: PsychLiverpool a community for meaning making
title_short	Student voices in academic writing: PsychLiverpool a community for meaning making
title_full	Student voices in academic writing: PsychLiverpool a community for meaning making
title_fullStr	Student voices in academic writing: PsychLiverpool a community for meaning making
title_full_unstemmed	Student voices in academic writing: PsychLiverpool a community for meaning making
title_sort	student voices in academic writing: psychliverpool a community for meaning making
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/56dd0214a87242e8b1f7c7f52ac7fc8b
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Student voices in academic writing: PsychLiverpool a community for meaning making

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