NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982468
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1470-3297
Shining a Light on Doctoral Reading: Implications for Doctoral Identities and Pedagogies
McAlpine, Lynn
Innovations in Education and Teaching International, v49 n4 p351-361 2012
While writing in doctoral education is increasingly visible as a focus for research and pedagogy, what remains less visible is the role of reading in the doctoral journey. This paper draws on data from two parallel research programmes in which doctoral student day-to-day experience was documented longitudinally, initially in the social sciences and more recently in the sciences. The analysis shines a light on the essential role of reading in the development of student thinking, writing and academic identity; pedagogical implications are explored. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United Kingdom