Call for papers: 9. EATAW conference 2017

Das Schwerpunkthema für die nächste Tagung der European Association of Teaching Academic Writing (EATAW) braucht m. E. Wissen zum Literacy Management der angezielten Praxisgemeinschaften als Basis für institutionelle und curriculare Konzepte mit hohem strategischem Gebrauchswert. Ein Beispiel: Die curriculare Verankerung von Kursen zum wissenschaftlichen Schreiben (Einführungskurse, schreibintensive Lehre, Hausarbeiten oder Abschlussarbeiten schreiben) benötigt eine detaillierte Bedarfsanalyse: a) hinsichtlich der bei den Studierenden vorhandenen bzw. angezielten Schreibkompetenzen, b) hinsichtlich der für erfolgreiches Studieren und wirkungsvolle Lehre erforderlichen Kompetenzen im Umgang mit Informationen, um wissenschaftliche Texte im definierten Diskursraum von Studium und Lehre zu produzieren, zu rezipieren und zu distribuieren. Die sinnvolle Kontextualisierung dieser Bedarfsanalyse benötigt in der Tat das von der Tagung anvisierte Spannungsfeld von “policy, pedagogy, and practice”, aber auch den Input von neuesten Forschungserkenntnissen zu Schreiben, Studium und Hochschullehre.

NOW OPEN: CALL FOR PROPOSALS (further information available here<http://eataw2017.org/index.php/call-for-contributions/>)

9th Biennial EATAW conference: 19-21 June 2017
Royal Holloway, University of London, United Kingdom
Conference theme: Academic Writing Now: Policy, pedagogy and practice

The EATAW 2017 conference aims to articulate a response to the shifting realities of higher education using the sub-themes of policy, pedagogy and practice.
Policy – whether governmental, institutional or departmental – has the potential to impact the teaching of academic writing profoundly, raising questions such as:
*  Where does writing development sit in universities?
*  How do departments effectively equip teachers with different academic backgrounds to
teach writing?
*  At what stage should academic writing be taught?

Pedagogy – drawing from a wide range of pedagogical traditions, this sub-theme aims to reflect on how these are responding to the changing landscapes in higher education to address questions such as:
*  Which pedagogic approaches are being used in different teaching contexts?
*  How do we measure ‘good’ writing in different contexts?
*  Is there a place for both generic and discipline-specific writing development?

Practice – a changing academic context has practical impacts on both staff and students provoking questions about how we academic writing teachers should respond to these impacts, leading to questions such as:
*  Is student writing changing?
*  When are digital technologies both used and avoided by students and teachers of
academic writing?
*  What physical and mental space do students need for effective academic writing?

The deadline for submission of proposals is 8 January 2017 (23.59 GMT).

The conference website can be reached on eataw2017.org<http://eataw2017.org/>. Please direct any queries to eataw2017@royalholloway.ac.uk

Silke Placzeck
Head
Centre for the Development of Academic Skills (CeDAS)

IN033 | Royal Holloway, University of London | Egham | Surrey | TW20 0EX
T: +44 (0)1784 443110
E: s.placzeck@rhul.ac.uk<mailto:s.placzeck@rhul.ac.uk>

About literacymanagement

Members of the ILM consortium will share news about their local ILM program and ongoing collaborative projects. Participants of the ILM certificate program are encuraged to collaborate with any partner or project.
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s