Writing in Higher Education on Teaching and Learning: Developing

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Synopsis of the Work

Compared to other texts that provide simple, mechanical guidance on academic writing, this book is different and unique in several ways.

For educators who are new to or experienced in writing about learning and teaching, the book provides a vicarious learning strategy. It includes the real-world experiences of seasoned and inexperienced academics, graduate students, and undergraduates from around the globe. This provides its listeners with knowledge and inspiration as they forge their own identities as writers.

This book’s material progresses methodically in an academic yet intimate manner, encouraging readers to engage in introspection and reflection as a necessary step in becoming better writers. This method not only gives writing a deeper meaning, but it also gives writers guidance on how to grow as individuals through the adoption of conscious writing techniques related to teaching and learning across a variety of genres. By encouraging introspection, participating in current discussions, and starting your own, the six sections of the book’s meditative and methodical approach offer fresh perspectives on teaching and learning. According to the book, “writing is a subjective and complex human experience through which people forge their professional identities and bring diverse perspectives to bear on the practice of learning and teaching.

Assessment of the Book’s Content: Both Style and Content

The value and contribution of various human viewpoints to the conversation about teaching and learning is the backdrop against which the book is placed. As a result, the writers start off part one of the book by discussing their positionalities as “people, scholars, and writers” (p. 10). They create the stage for readers to pause, identify their own positionalities as scholars, and consider how they would like to approach writing and thinking about teaching and learning through their individualized introduction. The writers’ introspection on writing this book is the most important portion of this section of the work and can be helpful for many readers in their own writing.

Part two of the book stimulates writers in both an intellectual and emotional sense about their scholarly work and about to whom and how they would like to communicate. This is achieved by considering writing about teaching and learning as a tool for self-learning, self-discovery, and transformation to forge their identities. a series of inquiries, such as: How do you envision yourself initiating or pursuing scholarly discussions concerning teaching and learning in higher education across a broad spectrum of genres? (p.21) appear to be quite valuable. The introspective method aids writers in defining their identities as writers and in clarifying their ideals, which is a crucial component that distinguishes effective written communication from the mechanical writing process.

Part three of the book explains the underlying motivational process for writing about teaching and learning, which essentially stems from the identity of being a writer. This helps readers think about the precursors of writing by posing questions like: What is the motivation behind your writing? Part three of the book continues the process of introspection and prepares them to participate in the dialogue. Which publications do you like to publish in? Would you like to work alone or with others? (page 51). The readings in this section give the writers a strong starting point and show them how to proceed. This part’s last section is distinct from other parts of publications of a similar nature. By offering accurate details about a range of teaching and learning journals, it addresses crucial factors for selecting a suitable outlet that aligns with the technical, motivational, and individual preferences of writers.

Part four of the book offers thoughts on writing for eleven distinct genres, acknowledging the diversity of discussion in teaching and learning, i.e. multiple disciplines and forms, and their importance in establishing our professional identities. These genres span from traditional writing—such as theoretical, conceptual, and empirical articles—to non-traditional writing, such as social media posts, stories, and applications for teaching fellowships and awards. The goal of these genres is to encourage academics to write in novel and creative ways and to participate in the conversation about teaching and learning in higher education. The key components of the writing genres are covered in an engaging and dynamic manner, and the addition of insightful and inspirational remarks from a diverse group of academics is both educational and inspiring.

The fifth section offers insightful and useful guidance on getting ready for writing tasks. Additionally, this section uses an interactive writing style by posing reflective questions to readers to help them with their writing. Simple subjects like where and when to write are covered, as well as more difficult ones like how to speak up for yourself and ask for constructive criticism to improve your work. Part six, in its final form, concentrates on publishing work and taking part in academic discussions about teaching and learning. In addition to providing standard guidance on selecting a publisher and submitting a work, this part addresses methods for editing the manuscript and—above all—effectively publicizing the finished product.

Examining the Book’s Content in View of the Community’s Present Needs: Merit

The book has two strong points of quality. One is that it encourages readers to write and communicate about teaching and learning in higher education in novel and unconventional ways, giving them the confidence to broaden their intellectual horizons. The conventional approaches to researching andragogy and pedagogy are based on a highly structured, one-dimensional empirical method. It is essential to listen to many voices as they express their subjective experiences of human learning and its underlying processes in order to incorporate diverse viewpoints and develop our understanding of teaching and learning.

Two, the book’s reflective and introspective approach implies that writing for teaching and learning that combines practical methods with personal values may be a useful instrument for practitioners to create identities for themselves through self- and other-reflection. Research has shown that instructors who have explored their principles and developed a deeper sense of self-awareness have well-formed professional identities.

Know more about vist: https://www.frontiersin.org/articles/10.3389/feduc.2021.649647/full