Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching

Cook-Sather, Alison, Healey, Michael J ORCID: 0000-0003-1195-0370 and Matthews, Kelly E. (2021) Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching. International Journal for Students as Partners, 5 (1). doi:10.15173/ijsap.v5i1.4626

Full text not available from this repository.

Abstract

Recognizing students as authors, reviewers, advisors, and editors in academic writing acknowledges students’ expertise and the value of their unique perspectives. Integrating students into publishing practices, as we do in this journal, expands the sphere of student influence in the academy by structuring their expertise and insights into the development of knowledge about learning and teaching. In this editorial, we reflect on the role of students in IJSaP by sharing selected examples of how they are contributing to and creating scholarly conversations about students-as-partners work through their participation in the journal. This editorial is written by three faculty members of the editorial board and follows on from the editorial in the last issue that was written by five student members of the board (Ntem et al., 2020).Linking these affirmations of student contributions with a call for an expansion of writing genres to be inclusive of a greater number and a greater diversity of students(as well as staff/faculty/academics), we introduce a new sectionof the journal called Voices from the Field. Expanding IJSaP’s commitment to inclusion, the focus of the inaugural version of this new section is on diversifying students-as-partners participants and practices.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Student writers; Student publisher; Students as partners in learning and teaching
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Schools and Research Institutes > School of Education and Science
Depositing User:	Charlotte Crutchlow
Date Deposited:	02 May 2024 11:28
Last Modified:	13 May 2024 09:56
URI:	https://eprints.glos.ac.uk/id/eprint/14018

University Staff: Request a correction | Repository Editors: Update this record