Digital academic writing: analysis of the perceptions of teachers, students, and librarians in COVID-19 context.
Abstract
The research aimed to explore the perception around the digital academic writing competencies displayed by students, teachers, and librarians in a privately funded university in the COVID-19 context. The methodology was cross-exploratory with multi-method analysis of quantitative and qualitative results in 110 members of the university with an online survey in Google Forms. Significant differences were obtained depending on the academic area of the participants in the C1 and C2 competencies, also depending on the degree of academic studies of the participants. In the qualitative content analysis, the following were identified as support resources: the university Digital Library, reference managers such as Mendeley or Zotero, courses and workshops offered for academic writing.
References
Angona, S. R., Fernández-Cárdenas, J. M., & Martínez, R. M. (2013). Comunidades de blogs para la escritura académica en la enseñanza superior: Un caso de innovación educativa en México. Revista Mexicana de Investigacion Educativa, 18(57), 507-535.
ANUIES. (2020). Para enfrentar emergencia sanitaria por el COVID- 19 , Rectores y Directores de instituciones de educación superior públicas y particulares asociadas a la ANUIES , establecen Acuerdo Nacional. Retrieved from http://www.anuies.mx/noticias/para-enfrentar-emergencia-sanitaria-por-el-covid-19-rectores-y
Calle-Álvarez, G. (2018). La escritura académica apoyada por un Centro de Escritura Digital en la educación media. Lenguaje, 46(2), 334-361. https://doi.org/10.25100/lenguaje.v46i2.6586
Calle-Álvarez, G. (2019). Exploración de las concepciones sobre la escritura para el diseño de un centro de escritura digital en la educación media. Praxis, 15(1), 25-40.
Creswell, J., & Poth, C. (2018). Qualitative Inquiry and Research Design. Choosing Among Five Approaches. (J. Creswell & C. Poth, Eds.) (4th ed.). E.U.A.: SAGE Publications, Inc.
Flower, L., & Hayes, J. R. (1980). The Cognition of Discovery : Defining a Rhetorical Problem. College Composition and Communication, 31(1), 21-32. Retrieved from http://www.jstor.org/stable/356630
Gavari Starkie, E. I., & Tenca Sidotti, P. (2017). La evolución histórica de los centros de escritura académica. Revista de Educacion, 2017(378), 9-27. https://doi.org/10.4438/1988-592X-RE-2017-378-359
González-álvarez, P. (2018). Diseño de una plataforma virtual de autoaprendizaje de la escritura académica : fundamentación teórica y decisiones Design of a Virtual Platform for Self Instructional of Academic Writing : Theoretical Fundamentals and Pedagogical Decisions at the Univers, 1-17. https://doi.org/10.15645/Alabe2018.17.7
Guzmán, S. M., & Gómez-Zermeño, M. G. (2018). Grupo Virtual de escritura académica: Una e-innovación para impulsar la publicación científica. Revista Mexicana de Investigacion Educativa, 23(76), 203-227.
Holland, D., & Lave, J. (2009). Social Practice Theory and the Historical Production of Persons. Actio: An Internacional Journal of Human Activity Theory, (2), 1-15.
Huisman, B., Saab, N., & Driel, J. Van. (2018). Peer feedback on academic writing : undergraduate students ’ peer feedback role , peer feedback perceptions and essay performance, 43(6), 955-968.
Hyland, K. (2008). Disciplinary voices: Interactions in research writing. English Text Construction, 1(1), 5-22. https://doi.org/10.1075/etc.1.1.03hyl
Iermolenko, O., Aleksandrov, E., Nazarova, N., & Bourmistrov, A. (2021). The “Bermuda triangle” of academic writing. The International Journal of Management Education, 19(2), 100511. https://doi.org/10.1016/j.ijme.2021.100511
Jennie Wong, P. M., DeCoursey, M., Xu, Z., & Wang, L. (2010). Developing Discipline-specific Academic Writing Skills of Hong Kong ESL Learners. The International Journal of the Humanities: Annual Review, 8(9), 211-218. https://doi.org/10.18848/1447-9508/cgp/v08i09/43016
Katila, S., Laamanen, M., Laihonen, M., Lund, R., Meriläinen, S., Rinkinen, J., & Tienari, J. (2020). Becoming academics: embracing and resisting changing writing practice. Qualitative Research in Organizations and Management: An International Journal, 15(3), 315-330. https://doi.org/10.1108/QROM-12-2018-1713
Kiriakos, C. M., & Tienari, J. (2018). Academic writing as love. Management Learning, 49(3), 263-277. https://doi.org/10.1177/1350507617753560
Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate peripheral participation. New York: Cambridge University Press.
Malo-Álvarez, S., Maldonado-Maldonado, A., Gacel-Ávila, J., & Marmolejo, F. (2020). Impacto del covid-19 en la educación superior de méxico. ESAL, Revista de Educación Superior En América Latina, 8(September). https://doi.org/10.14482/esal.8.378.72
Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The Mediating Role of Digital Informal Learning in the Relationship between Students ’ Digital Competence and their Academic Performance. Computers & Education, 167(March), 104184. https://doi.org/10.1016/j.compedu.2021.104184
Numan-Khazaal, E. (2019). Improving Postgraduates’ Academic Writing Skills with Summarizing Strategy. Arab World English Journal, 10(3), 413–428.
Rädiker, S., & Kuckartz, U. (2020). Análisis de datos Cualitativos con MAXQDA. Berlin, Germany: MAXQDA Press. https://doi.org/https://doi.org/10.36192/978-3-948768003
Reyes-Angona, S., & Fernández-Cárdenas, J. M. (2015). La escritura académica en la formación en línea de docentes de una escuela pública mexicana. Revista Electrónica de Investigación Educativa, 17(2), 1-15.
Shepherd, R. P. (2018). Digital Writing , Multimodality , and Learning Transfer: Crafting Connections between Composition and Online Composing. Computers and Composition, 48, 103-114. https://doi.org/10.1016/j.compcom.2018.03.001
Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing : A review of technologies and pedagogies. Computers & Education, 131(December), 33-48. https://doi.org/10.1016/j.compedu.2018.12.005
UNESCO. (2020). COVID-19 Impact on Education. Retrieved from https://en.unesco.org/covid19/educationresponse/
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreing Language Education, 6(4), 2-16.
Weese, S., Fox, K. L., & Greene, S. L. (1999). Teaching academic literacy: The uses of teacher-research in developing a writing program. Routledge. (S. Weese, K. L.,Fox , S. L., & Greene, Ed.). Routledge, Editorial.
