• A short discussion in order to explore ways in which ARCs can become more inclusive .
At the end of the activity , we will share our reflections on the benefits and challenges of using ARCs based on feedback from tutors and students in our teaching contexts , as well as our responses to some of the challenges we have encountered . Participants should leave feeling equipped to implement ARCs in their own inclusive teaching practice in different disciplines .
Parallel E
Forming a professional doctoral reading and writing identity | Amanda French , Birmingham City University
Professional doctorates are an increasingly popular way for professionals in many occupational fields gain a doctoral qualification in their vocational field . This popularity has led to the introduction , by many universities , of a variety of professional doctorate programmes aimed at people working in areas such as engineering , social work , nursing , business studies and teaching . However , engaging in with a professional doctorate programme will inevitably bring individuals from the workplace into contact with forms of disciplinary reading matter and concomitant academic literacies , either disciplinary or methodologically based , which are often in stark contrast to their own , established professional reading histories and familiar professional literacies . Not surprisingly , once engaged in doctoral study , Prof Doc students , who are usually studying part-time alongside full-time jobs and family responsibilities , often find themselves struggling with the kinds of reading and writing required of them in their new role as researcher . Not least because they have to continue to juggle the demands of their professional work with the new , often challenging , domains of academic reading and writing .
This workshop will provide an opportunity for participants to explore emerging questions about how academics and professional doctoral students ( as professional doctorate supervisors and supervisees ) can productively explore the continuities and discontinuities between different institutional and workplace contexts in order to share ways of celebrating the resultant boundary crossings and hybridisation of academic and professional reading and writing at doctoral level in all its multiplicity and complexity . This workshop will also be useful for those working within professional and postgraduate programmes which present similar challenges , such as MBAs , L7 Apprenticeships , Post-Registration Medical courses or PGT vocational programmes such as Counselling .
Parallel F
Not seeing the wood for the trees : encouraging active reading | Laura Barclay , University of Portsmouth
This session will showcase a resource developed to encourage active reading . In this session Laura would like to invite delegates to be the student and consider how to approach reading academic material . With their ‘ student hat ’ on , participants will be asked to respond to questions relating to this Rumpelstitlskin text . ( There is no obligation to read this beforehand !) Next , with their ‘ practitioner hat ’ on , participants will consider why these particular questions have been asked – what do we want students to think about before , when and after reading ? When going through the questions , Laura will explain the rationale behind creating the activity and welcome constructive feedback on how this activity could be developed further .
Keynote
The need to inspire academic reading within the University community : Reflections on encouraging staff to read academic books / journals in public spaces | Professor Karen Fitzgibbon , University of South Wales
This session incorporated the last part of the afternoon . Karen Fitzgibbon delivered a keynote presentation and facilitated a discussion either side of a 30-minute ‘ Reading Twalk ’, which asked delegates to share reflections and journeys in response to the ideas presented in the keynote .
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