Chapter 3. A genre analysis of student microbiology laboratory notebooks

Hanauer, David I.

doi:10.1075/lsse.1.03han

Cited by 5 publications

(7 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given that the lab book exists (in some form) in most, if not all, professional and academic research laboratories (Stafford, 2010) and is widely regarded as an integral part of research practices (Hanauer, 2014;Holmes et al, 2003;Wickman, 2010), we see it as a window into the practices that scientists are often engaged in. More precisely, we view the lab book as a written entry point to the quotidian research activities of established and novice/emerging scientists-it is, after all, through multimodal texts that research protocols and processes, experimental materials, and results are recorded and interpreted.…”

Section: Discussionmentioning

confidence: 99%

“…By using the lab book, Sean becomes habituated (Schutz, 1967) to the practices involved in research and knowledge making, which end up included in the lab book with varying degrees of modally intense and modally complex lab book entries. Like notebooks in physics (e.g., Stanley & Lewandowski, 2016) and in other fields (e.g., Bopegedera, 2011;Hanauer, 2014), the lab book in the medical physics laboratory is a fairly private space 9 where novice community members may take more risks, experiment, and gradually discover how to write (and sketch, and derive equations) like a professional. To cite Thieme (2021), "a university student becomes a university student by enacting the many genres, written and spoken, that are associated with that role.…”

Section: Discussionmentioning

confidence: 99%

“…Lab books, as objects of study, reflect the authentic everyday practices of experimental scientists (Hanauer, 2014;Holmes et al, 2003;Latour & Woolgar, 1986) and are an important source of knowledge about laboratory work as they reflect the tacit knowledge and practices of scientists and allow for validation and reproduction of experimental results (Sarini et al, 2004, p. 132). This function, in addition to its role as a legal document (Roberson & Lankford, 2010), and, at times, as a collaborative tool within single labs (Walsh & Cho, 2013) and multinational research groups (Carter-Thomas & Rowley-Jolivet, 2017; Stafford, 2010), positions the lab book as a window into the routine activities of scientists (e.g., Bazerman 1999;Holmes, 1990;Wickman, 2010).…”

Section: Mia = Multimodal Interaction Analysis; Mwagmentioning

confidence: 99%

“…The exploration of this relatively occluded genre offers a glimpse of the authentic everyday practices of scientists (Bazerman, 1999;Latour & Woolgar, 1986) that are often hidden from the outside world, while providing an opportunity to understand how these practices and activities are shaped by, and shape, the discourse within the lab book itself. Furthermore, since the lab book is central and significant in professional scientific work (Hanauer, 2014), it has potential to facilitate the enculturation of emerging scientists into authentic scientific inquiry practices (cf. Rogoff, 1990).…”

Section: Mia = Multimodal Interaction Analysis; Mwagmentioning

confidence: 99%

See 3 more Smart Citations

“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

Doody

Artemeva

2021

Written Communication

View full text Add to dashboard Cite

Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Mia = Multimodal Interaction Analysis; Mwagmentioning

confidence: 99%

Section: Mia = Multimodal Interaction Analysis; Mwagmentioning

confidence: 99%

See 2 more Smart Citations

“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

Doody

Artemeva

2021

Written Communication

View full text Add to dashboard Cite

show abstract

“…She considers them invention tools for a collaborative generation of ideas for the article. Haneur (), studying biology students, points out that their notebooks which record experiments, future projects, and personal observations generate ideas for writing and become embedded in subsequent formal texts. Such charts and transcripts don't require excessive verbal competence.…”

Section: Claimed Competence Of Chinese Stem Professionalsmentioning

confidence: 99%

English as a spatial resource and the claimed competence of Chinese STEM professionals

Canagarajah

2018

World Englishes

View full text Add to dashboard Cite

This interview-based study of 24 Chinese STEM scholars in a midwestern US university explores their competence for professional communication in their workplace. Though they acknowledge a lack of advanced grammatical proficiency in English, they state that they are successful in professional communication. Their success results from their use of diverse semiotic resources beyond language, and the strategic alignment of semiotic resources with spatial and social ecologies in their communication. To explain this competence, the article argues that we have to adopt a spatial orientation to communication as an activity, shifting from structuralist models which prioritize grammar as an autonomous system. INTRODUCTIONThis article is an attempt to explain the language competence and acquisition strategies claimed by Chinese STEM (Science, Technology, Engineering, and Mathematics) professionals in an American university. An attempt to approach their views in an emic manner, along the perspectives the interviewees articulate, unveils a mode of language acquisition and competence that deviates from dominant models in applied linguistics. Consider statements such as the following from my interviews: 1 (1) I: So how do you respond to contexts or interactions where your proficiency in English or your identity seems to be considered deficient or inferior by others? CL: ehm (), I have my way to solve the problem. Like in, in my PHD program, actually I am the best speaker in the whole group. Not because my English is good, my English is not good. I mention that I take the exam seven times. But I like to use pictures and animations and my/ my/my body language. So people understand me very well. And they like this. I know, even English speaker, if they use many pictures, animations and body languages, he or she will be a good speaker. So, for me, so, I think those compensate my language () problem… .I am still a good speaker in my first postdoc position, because I keep using my pictures, animations. [Chao Li; Male; Postdoc in Biochemistry and Molecular Biology] (2) SZ: I wish I can have better English, but but with the English I have for now, I think it is fine to communicate with my collaborators, with my students, in the classroom or in my lab. So I think it is fine, so yeah. [Sheng Zhang; Male; Associate Professor Bioengineering] 34Note that both informants claim that though their English proficiency is not advanced or perfect, they are very successful in their professional activities. Chao acknowledges that he took the TOEFL exam seven times and confesses 'my English is not very good' , while Sheng mentions that he 'can have better English' . Yet, Chao considers himself 'the best speaker' in his current professional and former doctoral groups, and Sheng considers his proficiency 'fine' for all his professional activities. In explaining this paradox, both adopt a functional orientation. They consider their proficiency in terms of their performance in their work. For Chao, his presentations are intelligible and effective, and pr...

show abstract

Recognize Me?: Evaluation of an Inquiry-Based, Unknown Identification Laboratory Using Student-Synthesized Compounds

Meadows

2024

J. Chem. Educ.

View full text Add to dashboard Cite

This paper describes the design, implementation, and evaluation of an inquiry-based laboratory for sophomore-level organic chemistry into a mostly cookbook, existing laboratory curriculum. For the laboratory, students were required to generate their own procedures and use their own recorded data from prior laboratory assignments to identify an unknown compound; all unknown samples were student-synthesized products from previous laboratories. The laboratory was designed to increase student involvement in the experimental design process and promote student reflection on their prior laboratory experiences. This laboratory was implemented during a single laboratory period across eight sections of the second-semester organic chemistry laboratory. Surveys were administered before and after the laboratory and analyzed to investigate student perceptions of their self-reported confidence in their laboratory skills, their laboratory notebook usage as a record of data, and their overall impressions of the laboratory. Students reported an increased confidence in laboratory skills and an improved recording of data in their laboratory notebooks. The majority of students appreciated the self-directed nature of the laboratory and felt, overall, that it was a good review of laboratory skills that encouraged them to reflect on their learning. The laboratory was readily added to an existing laboratory curriculum with low cost of time and materials and high benefit to students. Recommendations for implementation in first-or second-semester organic chemistry, including how to adapt this approach to other institutions' existing laboratory curricula, are provided.

show abstract

Chapter 3. A genre analysis of student microbiology laboratory notebooks

Cited by 5 publications

References 15 publications

“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

English as a spatial resource and the claimed competence of Chinese STEM professionals

Recognize Me?: Evaluation of an Inquiry-Based, Unknown Identification Laboratory Using Student-Synthesized Compounds

Contact Info

Product

Resources

About