Last night, we discussed Purdy and Walker's "Liminal Spaces and Research Identity." Purdy and Walker contend that introductory composition classrooms are liminal spaces, transitional spaces between the non-academic world and the university, in which students are learning to acquire an “academic discourse.” As set up now, however, they argue that the textbooks in introductory composition courses require students to forget their old existing research practices in favor of learning new academic research practices, an approach that undermines the development of “robust, flexible research identities.” To support their argument they conduct a content analysis of texts (online and offline) to teach research writing and find that it is taught in a linear manner that doesn’t represent it accurately. Thus, they recommend that pedagogy should find ways to connect the research practices that students already have to academic and primary research practices, and to see research not as a linear method, but as a complex and adaptive process.
As Linda noted, instructors may not limit themselves to the instructions in a text. So it's not enough to do a content analysis of instructional materials. In addition, research needs to see how instructors use the materials, and if they do not deviate from the materials, determine how and how much, if at all, these materials influence the formation students' research identities. It cannot be assumed that the materials have a negative effect on the formation of student research identities.
For these reasons, to determine the effect of instructional materials, we considered what types of research someone might conduct, what types of data might be collected, and what instruments might be used to collect that data.
For next week, we'll read “Effects of Hypertext Writing and Observational Learning on Content Knowledge Acquisition, Self-Efficacy, and Text Quality: Two Experimental Studies Exploring Aptitude Treatment Interactions” by Braaksma, Rijlaarsdam, & van den Bergh, and Emily will lead our discussion. This reading will also be the focus of our first blog post. Also, we'll write a few sentences considering a research focus/questions.
As Linda noted, instructors may not limit themselves to the instructions in a text. So it's not enough to do a content analysis of instructional materials. In addition, research needs to see how instructors use the materials, and if they do not deviate from the materials, determine how and how much, if at all, these materials influence the formation students' research identities. It cannot be assumed that the materials have a negative effect on the formation of student research identities.
For these reasons, to determine the effect of instructional materials, we considered what types of research someone might conduct, what types of data might be collected, and what instruments might be used to collect that data.
For next week, we'll read “Effects of Hypertext Writing and Observational Learning on Content Knowledge Acquisition, Self-Efficacy, and Text Quality: Two Experimental Studies Exploring Aptitude Treatment Interactions” by Braaksma, Rijlaarsdam, & van den Bergh, and Emily will lead our discussion. This reading will also be the focus of our first blog post. Also, we'll write a few sentences considering a research focus/questions.
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