Introduction and context for the study

Tusting, Karin; McCulloch, Sharon; Bhatt, Ibrar; Hamilton, Mary; Barton, Dávid

doi:10.4324/9780429197994-1

Cited by 2 publications

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“…Hur marknadsdiskurser relaterade till New Public Management påverkar olika yrkesgrupper har t.ex. undersökts avTusting & Barton (2016),Ledin & Machin (2016) ochKarlsson & Nikolaidou (2016). Dessa studier visar att anställda tvingas att göra vissa saker, vilket minskar utrymmet för andra handlingar och roller.…”

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Text, tid och handling i ett reglerat rum: En diskursanalys av mediering i hybrid arbetslivskommunikation

Blåsjö

2022

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Calls have been raised for more research on the use of texts and other types of in real-life communication in real-life situations, which are often complex and hybrid. This study is based on data from a meeting at a hospital ward where a Key Account Manager from a pharmaceutical business informs staff about a medical product during their lunch hour. Mediated discourse analysis is applied to map the mediating trajectories of the texts used in the meeting and to reveal the role of people in this mediation. The analysis shows that the situation can be regarded as a mediation of a discourse concerning the marketing of medical products and of actual legal texts, stating that pharmaceutical businesses cannot offer doctors values such as expensive dinners. Besides a PowerPoint document, other material resources and practices such as a modest meal contribute to the situation. In the texts, a medical-scientific discourse, a commercial discourse and an administrative discourse are mixed. Doctors' actions of prescribing the product are anticipated by the Key Account Manager's actions of 1) constructing an 'historical body' of trust, 2) emphasizing certain textual messages at the same time and offering these texts in a durable material form. This manner of simultaneous and/or durable material forms is introduced as discursive layering. The study presents an empirical case of how 'big discourses' are mediated into local actions which, in turn, are targeted to affect future actions.

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Text, tid och handling i ett reglerat rum: En diskursanalys av mediering i hybrid arbetslivskommunikation

Blåsjö

2022

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“…As Pessoa and Mitchell (2019) pointed out, when it comes to writing norms, there are differences both within and across disciplines (see also Hyland, 2004). Some disciplines have well-defined writing practices, while others are more fluid and flexible (e.g., Tusting & Barton, 2016). Bourdieu et al (1995) also noted that "academic language is […] no one's mother tongue" (p. 4), and the same could be said regarding different conventions needed for writing in different subjects (Golden & Kulbrandstad, 2021).…”

Section: Disciplinary Learning In Post-secondary Educationmentioning

confidence: 99%

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Beynen¹

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Changes in academic demands, expectations, and ways of demonstrating knowledge through assessments are among the challenges faced by students transitioning to university. There is transition research in the Canadian context, but little documenting students' experiences with assessment, or how they develop their assessment literacies (e.g., understanding assessment in the course context and how assessment information is used to monitor and improve learning). This research examined how first-year university students' experiences with, knowledge of, and expectations about assessment impacted the development of their assessment literacies as they transitioned to university. The exploratory case study was theoretically framed by social cognitive theory (Bandura, 1977a(Bandura, , 1986 and reflexivity (e.g., Ryan, 2015;Schön, 1983Schön, , 1987. Three data sources were collected from ten first-year student participants: course assessment documents that triangulated students' responses from two semi-structured interviews and students' assessment journal entries. These data were coded using Saldaña's (2016) structural, emotion, and values coding. Course assessment documents were compared and considered in order to understand how students receive, make sense of, and use feedback.Hattie and Timperley (2007) pointed out that feedback that is controlling, negative, or uninformative can negatively impact motivation and self-regulation by reducing students' autonomy and self-efficacy. Black and Wiliam (1998a) believed in the importance of open and clear communication between teachers and students to aid in the understanding and uptake of formative feedback and feed-forward: "…dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas" (p. 86).Hyland and Hyland ( 2001) noted the important interpersonal aspects involved in the communication of feedback and there is a growing trend in the feedback literature that emphasizes students' role in the feedback process, making it a cycle of communication and action between teachers and students as opposed to a one-way, single communication of information that starts with teachers and ends with students (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). This shift in focus to the role of students and indeed, including students, was also seen above in relation to student-centred learning and building students' autonomy. However, this shift seems to have occurred in theory only in many instances since the majority of exchanges in assessment and feedback occur between teachers and students, with a significant power imbalance and often one-way, single communications (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). In the context of feedback on written work, Hyland and Hyland (2001) observed that feedback not only communicates teacher reactions to and advice on student work, but it also communicates a teacher's stance and beliefs about writing.

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Introduction and context for the study

Cited by 2 publications

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Text, tid och handling i ett reglerat rum: En diskursanalys av mediering i hybrid arbetslivskommunikation

Text, tid och handling i ett reglerat rum: En diskursanalys av mediering i hybrid arbetslivskommunikation

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

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