Virtually all faculty in academia, regardless of discipline and institution, are aware of the ongoing debate concerning “what counts” when considering criteria for raises, tenure, and promotion. In more than a few cases, the debate centers on whether textbooks are “real scholarship.” Alred and Thelen, in their 1993 paper outlined some of the common anti-text arguments. In our article in Kinesiology Review (Corbin, Yu, & Gill, 2022), we discuss textbooks as scholarship and address some of the anti-textbook arguments. In addition, we argue that textbooks are agents of change that have influenced both disciplinary and professional studies in academia.
Join us as industry experts share their expertise on academic and textbook writing topics and learn and grow in 2022.
Fall 2022 Webinar Series
The Essential Actions of Academic Writing
When: Monday, September 19, 3 p.m. ET
Presenters: Nigel A. Caplan, PhD, Associate Professor and Manager, Graduate Programs and Online Learning, University of Delaware English Language Institute; and Ann M. Johns, PhD, Professor Emerita, Linguistics and Writing Studies, San Diego State University
Over the past decade, digital textbooks have become the norm in many college classrooms. That may sound like progress, but there’s an issue: moving content onto a digital platform only solves the problem of the medium of delivery. It doesn’t inherently change the teaching or learning experience. Making something digital does not aloneserve the needs of today’s students and, in fact, challenges arise because there is no simple one-to-one correlation between the print and digital experience. In order to build content for digital delivery we need to be intentional about what we are building, why we are building it and how we are building it. Great digital learning experiences are intentional.
Most research and academic writers today produce publications within co-author relationships—making collaborative writing a key feature of our professional lives. In their recent study of team science, Barry Bozeman and Jan Youtie determined that more than 90% of sciences, technology, engineering, mathematics, and medicine (STEMM) publications are co-authored (Strength in Numbers 2020). Even in historically single-author fields like mine, writing studies, co-authorship is on the rise.
This revolution in co-production of publications means that individual writers must both learn the craft of writing but also the art of writing in relationship with others.
Teachers, schools, and districts are increasingly demanding higher quality curriculum and instructional materials to meet the needs of their students and remain compliant with state and local standards.
High-quality published content that is current, personalized, local, diverse, equitable, and inclusive is vital for creating these materials. Unfortunately, securing copyright permissions for such content brings licensing challenges, especially when attempting to secure these permissions on an individual basis at scale.
Are you tired of feeling anxious, overwhelmed, or unconfident as a writer? Do you long to recover your love of inquiry and cultivate a joyful relationship with your writing?
Join us Thursday, April 7, 2022, 1-2 p.m. EST, “Beyond Productivity: How to Build a Joyful Writing Practice”, presented by Michelle Boyd of InkWell Academic Writing Retreats. In this one-hour webinar, she will explain why writing is so emotionally taxing, describe how scholars can use social writing to overcome their writing fears. By the end of the session, each scholar will better understand their own barriers and have a step-by-step plan for implementing their personalized social writing strategy.