國立虎尾科技大學 |

Writing for Publication = Liminal Reflections for Academics /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Writing for Publication/ edited by Georgina Tuari Stewart, Nesta Devine, Leon Benade.
其他題名:	Liminal Reflections for Academics /
其他作者:	Benade, Leon.
面頁冊數:	XVIII, 163 p. 10 illus., 3 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Writing Skills. -
電子資源:	https://doi.org/10.1007/978-981-33-4439-6
ISBN:	9789813344396

Writing for Publication = Liminal Reflections for Academics /
Writing for PublicationLiminal Reflections for Academics /[electronic resource] :edited by Georgina Tuari Stewart, Nesta Devine, Leon Benade. - 1st ed. 2021. - XVIII, 163 p. 10 illus., 3 illus. in color.online resource.

1 Introduction: Writing for different academic purposes and genres -- 2 Becoming an academic differently: On not following the rules -- 3 The economy of academic labour in the age of digital journals -- 4 Qualities in the medium of academic writing -- 5 Tripping on our roots: Extending the reach of critical ethnography -- 6 Collaborative practice: Place and positioning -- 7 Writing: A Māori method of inquiry -- 8 Imposter syndrome: Being and becoming an academic through poststructural thinking -- 9 Breaking bad becoming good: How disrupting methodological convention produces the affective researcher -- 10 How I was found by the poem, in the academe -- 11 Who am I? Who am I?.

This book focuses on academic writing and how academics who are experts in their fields can translate their expertise into publishable form. The magnitude and speed of the changes that are transforming the global academic landscape produce an ongoing need for literature that interprets the nature of academic work. This book arises from the background discipline of education, which is a relatively new university subject that draws on the entire knowledge spectrum from the fine arts to the natural sciences. Each chapter addresses an aspect of the conditions of written academic labour in an age of digital publishing: its nature, how it works, and guidance for successful navigation. This book provides helpful guidance to graduate students, researchers and teachers in universities and higher education, who are united by the challenges of this new world of academic publishing. “There is no question that this book opens up new conversations about the diversity of genres in academic writing: genres following a pluralistic view, not necessarily following the rules, and supporting that there is no right way for academic writing! Many examples in the book encourage the Foucault notion of ‘resistance’ by being honest and true to one’s self in writing, whilst acknowledging that we stand on the shoulders of giants before us. Several chapters encourage writing that has “more to do with the heart, the body, the spirit” (Schoone, Chapter 5) and becoming more affective as researchers and writers. The book is replete with examples appreciating and encouraging creation of new ways. Such ways suggested might involve stepping over boundaries (liminality), addressing impostor syndrome tendencies, embracing an evolving and fluid writing identity through adopting practices like contemplative inquiry and creative molecular thinking, and valuing collaboration at a discursive level to encourage openness to learning via shared understandings and considering different viewpoints. The diversity of genre that are explored (with outstanding examples in many chapters) include: post-qualitative inquiry and poststructuralist philosophies working together with the principles of New Zealand indigenous Kaupapa Māori theory using ‘writing as a method of inquiry’ for radical ideas and political aspirations; poetry as academic text; experiential exploration through art critique; and ‘truth telling’ - being able to tell others how the writer experiences life using the context of music and meditation as an example. No matter what genre is adopted, the final chapter in the book offers sound, practical, advice about pitfalls and opportunities with writing in the digital economy.” (July, 2020) – Eileen Piggot-Irvine, Adjunct Professor Griffith University, Australia and Royal Roads University, Canada.

ISBN: 9789813344396

Standard No.: 10.1007/978-981-33-4439-6doiSubjects--Topical Terms:

1204756
Writing Skills.

LC Class. No.: LB2300-2799.3

Dewey Class. No.: 378

Writing for Publication = Liminal Reflections for Academics /
LDR:04882nam a22003975i 4500 001 1052941
003 DE-He213
005 20210621232058.0
007 cr nn 008mamaa
008 220103s2021 si | s |||| 0|eng d
020 $a 9789813344396 $9 978-981-33-4439-6
024 7 $a 10.1007/978-981-33-4439-6 $2 doi
035 $a 978-981-33-4439-6
050 4 $a LB2300-2799.3
072 7 $a JNM $2 bicssc
072 7 $a EDU015000 $2 bisacsh
072 7 $a JNM $2 thema
082 0 4 $a 378 $2 23
245 1 0 $a Writing for Publication $h [electronic resource] : $b Liminal Reflections for Academics / $c edited by Georgina Tuari Stewart, Nesta Devine, Leon Benade.
250 $a 1st ed. 2021.
264 1 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2021.
300 $a XVIII, 163 p. 10 illus., 3 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a 1 Introduction: Writing for different academic purposes and genres -- 2 Becoming an academic differently: On not following the rules -- 3 The economy of academic labour in the age of digital journals -- 4 Qualities in the medium of academic writing -- 5 Tripping on our roots: Extending the reach of critical ethnography -- 6 Collaborative practice: Place and positioning -- 7 Writing: A Māori method of inquiry -- 8 Imposter syndrome: Being and becoming an academic through poststructural thinking -- 9 Breaking bad becoming good: How disrupting methodological convention produces the affective researcher -- 10 How I was found by the poem, in the academe -- 11 Who am I? Who am I?.
520 $a This book focuses on academic writing and how academics who are experts in their fields can translate their expertise into publishable form. The magnitude and speed of the changes that are transforming the global academic landscape produce an ongoing need for literature that interprets the nature of academic work. This book arises from the background discipline of education, which is a relatively new university subject that draws on the entire knowledge spectrum from the fine arts to the natural sciences. Each chapter addresses an aspect of the conditions of written academic labour in an age of digital publishing: its nature, how it works, and guidance for successful navigation. This book provides helpful guidance to graduate students, researchers and teachers in universities and higher education, who are united by the challenges of this new world of academic publishing. “There is no question that this book opens up new conversations about the diversity of genres in academic writing: genres following a pluralistic view, not necessarily following the rules, and supporting that there is no right way for academic writing! Many examples in the book encourage the Foucault notion of ‘resistance’ by being honest and true to one’s self in writing, whilst acknowledging that we stand on the shoulders of giants before us. Several chapters encourage writing that has “more to do with the heart, the body, the spirit” (Schoone, Chapter 5) and becoming more affective as researchers and writers. The book is replete with examples appreciating and encouraging creation of new ways. Such ways suggested might involve stepping over boundaries (liminality), addressing impostor syndrome tendencies, embracing an evolving and fluid writing identity through adopting practices like contemplative inquiry and creative molecular thinking, and valuing collaboration at a discursive level to encourage openness to learning via shared understandings and considering different viewpoints. The diversity of genre that are explored (with outstanding examples in many chapters) include: post-qualitative inquiry and poststructuralist philosophies working together with the principles of New Zealand indigenous Kaupapa Māori theory using ‘writing as a method of inquiry’ for radical ideas and political aspirations; poetry as academic text; experiential exploration through art critique; and ‘truth telling’ - being able to tell others how the writer experiences life using the context of music and meditation as an example. No matter what genre is adopted, the final chapter in the book offers sound, practical, advice about pitfalls and opportunities with writing in the digital economy.” (July, 2020) – Eileen Piggot-Irvine, Adjunct Professor Griffith University, Australia and Royal Roads University, Canada.
650 2 4 $a Writing Skills. $3 1204756
650 2 4 $a Professional & Vocational Education. $3 671695
650 2 4 $a Educational Policy and Politics. $3 683657
650 1 4 $a Higher Education. $3 679030
650 0 $a Study skills. $3 555060
650 0 $a Vocational education. $3 661062
650 0 $a Professional education. $3 661057
650 0 $a Education and state. $3 563302
650 0 $a Educational policy. $3 1200004
650 0 $a Higher education. $3 1148448
700 1 $a Benade, Leon. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1140010
700 1 $a Devine, Nesta. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1357712
700 1 $a Stewart, Georgina Tuari. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1357711
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9789813344389
776 0 8 $i Printed edition: $z 9789813344402
776 0 8 $i Printed edition: $z 9789813344419
856 4 0 $u https://doi.org/10.1007/978-981-33-4439-6
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)