Show simple item record

dc.contributor.authorReid, Joanne Louise
dc.date.accessioned2017-02-17T14:53:11Z
dc.date.available2017-02-17T14:53:11Z
dc.identifier.urihttp://hdl.handle.net/10464/10975
dc.description.abstractThis qualitative self-study narrated and analyzed my experience of writing an academic textbook collaboratively with 2 other authors. Social constructivist theory and the idea of cognitive apprenticeship provided a conceptual framework. In this study, I compared my experience with the benefits, challenges, and relational dynamics reported in the literature. Data included face-to-face interviews, recorded Skype conversations, emails, and journal entries. Strategies that can enhance collaborative writing are presented. The study concludes with a discussion of the ways collaborative writing disrupts traditional cultural and academic notions of writing.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectcollaborative writingen_US
dc.subjectnarrativeen_US
dc.subjectself-studyen_US
dc.subjectstudent-supervisor collaborationen_US
dc.subjectidentityen_US
dc.titleThe Experience of Being a Collaborative Writeren_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.namePh.D. Educational Studiesen_US
dc.degree.levelDoctoralen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-05T01:31:50Z


Files in this item

Thumbnail
Name:
Brock_Reid_Joanne_2017.pdf
Size:
39.42Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record