ORCID Profile
0000-0002-9003-0486
Current Organisation
Purdue University
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Publisher: Emerald Group Publishing
Date: 2014
Publisher: Springer International Publishing
Date: 2022
Publisher: Elsevier BV
Date: 2006
Publisher: Australasian Association of Writing Programs
Date: 29-10-2020
DOI: 10.52086/001C.23460
Abstract: Given evidence of enhanced productivity and citations achieved by collaborative writers, it is important for researchers to develop collaborative capacity (Abramo, D’Angelo & Di Costa 2009 McCarty, Jawitz, Hopkins & Goldman 2013). Our theoretical paper defines the concepts of Collaborative Capacity and Informed Research and incorporates them within a Collaborative Research Culture Framework. We also present five stories that illustrate how elements of the Framework, including Collaborative Capacity, can help the collaborative research writer to overcome challenges and engage successfully in collaborative opportunities. One story focuses on a student and supervisor collaboration to highlight the role of trust and respect another describes how student collaborations can enrich and enable informal, formal and sanctioned networks a third describes the innovation, inclusion and initiative achieved through writing collaboratively a fourth demonstrates how leadership capacity facilitates the creation of a successful edited book, and the last examines how writers as informed researchers can engage with critical communities and resources. All the stories occur in global and cross-disciplinary contexts and exemplify the potential for developing new collaborative writing approaches. While the stories are generic they are loosely based on collegially shared or reported experiences. The power of adopting a narrative approach in this paper is that it allows the exploration of the particular in ordinary, everyday instances (Clandinin 2013 Donnelly, Gabriel, Özkazanç‐Pan & Kara 2013). The stories demonstrate how a writer can develop Collaborative Capacity, by showing leadership and being an informed researcher, supporting access to different networks, genres and media that progress their research endeavours within and across disciplines and sectors (e.g., government, industry, community and the non-profit). We conclude that the Framework enables strategic reflection by those seeking to successfully collaborate through development of Collaborative Capacity.
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Elsevier BV
Date: 11-2016
Publisher: Informa UK Limited
Date: 18-11-2018
Publisher: Springer International Publishing
Date: 2022
Publisher: Elsevier BV
Date: 07-2013
Publisher: Routledge
Date: 06-02-2023
Publisher: Elsevier BV
Date: 07-2015
Publisher: Emerald
Date: 07-08-2007
DOI: 10.1108/00907320710774319
Abstract: This research project aims to provide an understanding of Mills College undergraduate students' experience of using information, which Mills librarians can use to develop effective information literacy instructional pedagogy. Using a phenomenographic methodology, 18 undergraduate students at Mills College in Oakland, California, were interviewed and the transcripts were analyzed to reveal the ways that undergraduates experience using information. Four distinct ways that Mills undergraduates experience information use are revealed in the paper. The results of this research project share similarities with other phenomenographic research, supporting the phenomenographic premise that there are a limited number of ways that a phenomenon is experienced. Knowing the four ways that undergraduates experience using information provides Mills librarians with the necessary tools to develop effective learner‐centered instruction. Knowing the ways that Mills undergraduates understand information use is the first step to designing an effective learner‐centered pedagogy that holds tremendous potential for teaching students to use information meaningfully to learn and accomplish goals.
No related grants have been discovered for Clarence Maybee.