Navigating the Current of Economic Policy: Written Genres and the Distribution of Cognitive Work at a Financial Institution

Freedman, Aviva; Smart, Graham

doi:10.1207/s15327884mca0404_3

Cited by 57 publications

(29 citation statements)

References 8 publications

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“…For example, in professional science, writing is used to construct knowledge in a network that is distributed among authors, reviewers, and editors. More generally, distributed cognition has been used to characterize writing and knowledge construction in academic and professional writing (Freedman & Smart, 1997;Klein, 2014;Newell, 2006;Rivers, 2011). Writing in the professions has been found to be highly collaborative, and mediated by previous texts and by technology (Beaufort, 2008;Haas & Witte, 2001).…”

Section: Theorizing the Social Aspect Of Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

162

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Section: Theorizing the Social Aspect Of Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

162

119

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“…Within organizational activity systems, written genres-with their networks of conventionalized texts and discourse practices-often play a key role in distributing cognition across a group and its work activities, functioning as vehicles of shared thinking, knowing, and learning (Freedman & Smart, 1997). Further, texts constitute a significant resource for "organizational memory," providing an historical record of work processes, problems/solutions, accomplished knowledge, and decisions.…”

Section: Ground-breaking Scholarship We View Genre As Textually Medimentioning

confidence: 99%

Learning Transfer or Transforming Learning?: Student Interns Reinventing Expert Writing Practices in the Workplace

Smart¹,

Brown²

2002

DW/R

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“…86 Our analysis likewise supports Aviva Freedman and Graham Smart's assertion that genres function as "repositories of communal knowledge," "sites for enculturation," and "forces to be resisted if and when change becomes necessary." 87 The calendars and inventories, each in their own way, embodied and perpetuated the ambitions of PAC as an evolving national institution and the beliefs of its professional staff about the nature of archives, archival research, and archival work. As the values and aspirations of the institution and its professional staff shift over time, one type of finding aid is eventually displaced by another that better reflects the changing sense of purpose and identity.…”

Section: Resultsmentioning

confidence: 99%

The Generic Evolution of Calendars and Inventories at the Public Archives of Canada, 1882-ca. 1975

Douglas

MacNeil

2014

The American Archivist

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This article is a historical study of calendars and preliminary and general inventories at the Public Archives of Canada (PAC) from the nineteenth to the mid-twentieth century. Using an organizing structure drawn from rhetorical genre studies, the authors examine the calendars and inventories across four dimensions (textual features, composing processes, reading practices, and social roles) to discover the ways in which these finding aids incorporated and expressed, both explicitly and implicitly, institutional, professional, and social values. The examination of the calendars and inventories suggests that they functioned as "forms of cultural knowledge" that shaped and were shaped by PAC's evolving understanding of what it meant to make its holdings accessible to the public and its sense of identity and purpose in relation to that public.© Jennifer Douglas and Heather MacNeil.

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Navigating the Current of Economic Policy: Written Genres and the Distribution of Cognitive Work at a Financial Institution

Cited by 57 publications

References 8 publications

Trends in Research on Writing as a Learning Activity

Trends in Research on Writing as a Learning Activity

Learning Transfer or Transforming Learning?: Student Interns Reinventing Expert Writing Practices in the Workplace

The Generic Evolution of Calendars and Inventories at the Public Archives of Canada, 1882-ca. 1975

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