A new article on the writerly, “Inflection and Innuendo: Using the Writerly Framework to Achieve Deep Learning and Scientific Intuition,” was recently published in Innovative Higher Education. Co-authored by Robert Gray, Matthew Russell, and Eoghan Reeves, the paper explores how a writerly approach to teaching happens in a geochemistry course using focus group and interview data from students.
This is an important step in the development of the concept of writerly pedagogy as it’s the first truly empirical study using the the writerly as a framework (although another article will be out soon in The International Journal for Academic Development that uses the Writerly Protocol to evaluate online courses).
You can see the article here:
