Cathy Malone | University of Leeds (original) (raw)
Articles & Chapters by Cathy Malone
Journal of Academic Writing, 2020
In the UK, HE practical writing support has not kept pace with advances in our understanding of h... more In the UK, HE practical writing support has not kept pace with advances in our understanding of how students learn to write in their disciplines or greater comprehension of the nature of the discourses they are acquiring. Current institutional provision can still be characterised as
fragmented, offering generic, deficit focused, skills-based instruction, despite such approaches being theoretically discredited. One alternative means to develop academic literacies in more inclusive and nuanced ways is to embed this work at a disciplinary level; while long
recommended, this model is unusual in the UK. This paper reviews approaches to embedding academic literacies work and reports on our attempts to embed writing development work within a social science department through an extended action research project which aimed to
increase student mastery of academic literacies within one department. We focused on building opportunities for engagement using Writing Exemplars, Retreats and Writing Circles. Key features of our work are identified that appear transferable and may further facilitate successful
interdisciplinary collaborations.
RAPPORT , 2020
This paper examines reflective accounts of tutorial practice focused on provision of academic sup... more This paper examines reflective accounts of tutorial practice focused on provision of academic support. The sample of case studies were examined using a simple thematic analysis. Results revealed significant features included in the context of tutorials, the sensitivity of dialogic management by tutors to establish environments conducive to learning and to assist students manage threat and anxiety that appear to be a common experience of higher education. The findings of this analysis of experienced university tutors has implications for the support and ongoing training for academic tutors.
Journal of Learning Development in Higher Education , 2019
In 1998, the paper 'Student writing in higher education: an academic literacies approach' by Mary... more In 1998, the paper 'Student writing in higher education: an academic literacies approach' by Mary Lea and Brian Street reinvigorated debate concerning 'what it means to be academically literate' (1998, p.158). It proposed a new way of examining how students learn at university and introduced the term 'academic literacies'. Subsequently, a body of literature has emerged reflecting the significant theoretical and practical impact Lea and Street's paper has had on a range of academic and professional fields. This literature review covers articles selected by colleagues in our professional communities of the Association for Learning Development in Higher Education (ALDinHE), BALEAP the global forum for English for Academic Purposes (EAP) professionals, and the European Association of Teachers of Academic Writing (EATAW). As a community-sourced literature review, this text brings together reviews of wide range of texts and a diverse range of voices reflecting a multiplicity of perspectives and understandings of academic literacies. We have organised the material according to the themes: Modality, Identity, Focus on text, Implications for research, and Implications for practice. We conclude with observations relevant to these themes, which we hope will stimulate further debate, research and professional collaborations between our members and subscribers.
Practitioner Research in Higher Education Special Assessment Issue, 2018
This research paper explores a sample of written summative feedback which was provided to undergr... more This research paper explores a sample of written summative feedback which was provided to undergraduate social science based students in 2014-2015. A series of focus groups were facilitated where students evaluated 95 pieces of individual written feedback and discussed their findings. Texts were scored, ranked and used to create mini corpora of high and low ranking feedback. A contrastive analysis examined frequency counts, keyword analyses as well as concordances, collocations and semantic analyses. This analysis was supported by student annotations of their evaluations and thematic coding of the verbal discussions which took place. This research has been able to outline the characteristics of feedback which students in this sample judged to be effective-specific praise, clarity and completeness, forward orientation, interpersonal positioning and clear and error free text. The contrastive analysis brought the metadiscoursal features strongly into focus, with distinct linguistic patterns emerging in the use of modals, personal pronouns and the mitigation of criticism. Findings confirmed the highly interpersonal nature of academic feedback and students demonstrated particular sensitivity to the tenor of the feedback and the way criticism was incorporated. There were also distinct preferences concerning the length and presentation of text, the quality of praise, and whether it contained a forward orientation.
LILLIS, Theresa, HARRINGTON, Kathy and MITCHELL, Sally, (eds.) Working with academic literacies: Case studies towards transformative practice. Perspectives on writing ., 2015
This chapter explores an inter-disciplinary collaboration which set the written word to one side ... more This chapter explores an inter-disciplinary collaboration which set the written
word to one side to explore the student voice in a space between speech and writing.
It presents an emerging Digital Posters pedagogy in which student experimentation
with the spoken word is designed to support their critical engagement with their
subject and by extension their ability to produce the structures of academic writing.
The method has been developed collaboratively over three years by the authors: an
academic, a writing tutor and an educational developer. The approach has proved
liberating for both staff and students and has provided a means of exploring conceptions of academic literacies as being about critical and constructive growth through
the students’ exploration of language and their representation of knowledge.
JACKSON, Norman and WILLIS, Jenny, (eds.) Lifewide Learning and Education in Universities and Colleges. Lifewide Learning., 2014
Lifewide learning has grown in importance amongst UK universities, with many now offering award p... more Lifewide learning has grown in importance amongst UK universities, with many now offering award programmes to both encourage students to take part in extra- and co-curricular activities and to recognise their efforts in these areas. However, the typical requirement to align these awards with the existing academic year means that the submission and assessment of the awards occur at one of the most demanding times of the year for both students and staff. This paper suggests that a model for lifewide learning awards where the assessment activities are devolved to trusted third-parties would help to reduce the burden on students and staff. The idea of Open Badges, a standard for creating and sharing secure,verifiable digital credentials and evidence, is proposed and discussed using a case study as a means to support a devolved approach to lifewide learning awards
Autonomy You Ask, 2003
This paper describes the use of portfolios on a teacher training course for pre-service Japanese ... more This paper describes the use of portfolios on a teacher training course for pre-service Japanese teachers of English. It includes a case study of one student's portfolio and a follow-up interview before and after a 3-week teaching practice placement at a local junior high school.
Case Studies by Cathy Malone
Transforming Assessment in Higher Education - A case study series, 2017
This case study sets out to examine how the shared principles of feedback are translated into the... more This case study sets out to examine how the shared principles of feedback
are translated into the feedback writing practices of academic staff. Their case study
captures work that utilises a research informed approach to develop "teacher feedback
literacy" with a staff group, and a practical understanding of what it means to write
feedback that students value in order to develop consistency of team practice.
Compendium of effective practice in directed independent learning, 2015
Midwifery BSc (full-time, face to face, and work placements), Sheffield Hallam University Descrip... more Midwifery BSc (full-time, face to face, and work placements), Sheffield Hallam University Description Working in pairs, second year student midwives at Sheffield Hallam University (SHU) run study circles for first year student midwives during the first seven weeks of their course. These sessions follow an established structure of warmer, agenda setting, activity, and closer. They are planned, designed and co-delivered the by the peer-assisted learning (PAL) leaders. The agenda is always open to negotiation but the leaders attend sessions with activities planned. While the sessions are subject-based there is a proviso that no new material is to be introduced in PAL sessions and the focus is very much on the learning process rather than the product. Initial two day training in facilitation and communication skills gives students the skills to effectively lead group-learning sessions. Once training is completed, these senior students are responsible for supporting the academic skill development of their more junior colleagues, both in the sessions and when working independently. Staff consisting of a member of staff from central services and a lecturer on the Midwifery course deliver the initial training. In addition, staff meet weekly with the senior students to provide ongoing support while sessions are running, and classrooms or meeting rooms are provided for groups to meet throughout the year. Later in the year, further sessions are organised on an ad hoc basis (shifts permitting). The programme sees a move from organised timetabled sessions led by senior students to autonomous self-directed study groups with students working with others in their year. The scheme is now approaching its third year, and has involved newly qualified midwives returning from their first year in practice to run study sessions for third year students. This has included running mock job interviews and sessions on CVs and application forms to help students applying for their first jobs. This voluntary programme is embedded in the course and is run by student midwives addressing the challenges of their course. The topics of the study sessions are decided by the students and sessions are scheduled around the first year timetable. As a health course, attendance for all other modules is compulsory and so although attendance is voluntary the scheme benefits from featuring on the timetable. Attendance currently averages 90% for the first few weeks. The programme was initially established to improve peer support for learning, and to support development of student autonomy in the context of a challenging degree course where students spend a large proportion of their time working independently on placements. A fundamental challenge was the fact that first and second year students are only together on campus for six weeks in the academic year. Further challenges that we are still exploring include the use of technology to support PALS on placement and build on initial successful face-to-face learning. Similarly, we are still trying to make our reward and acknowledgement consistent with wider university schemes, such as the Hallam Award, and to this end are introducing digital badges that fully recognise the range and extent of PAL leader ingenuity and commitment. Finally, we are still striving to be fully inclusive in terms of delivery and recruitment.
Centre for Promoting Learner Autonomy Small Projects , 2010
The project team created a support system for developing first year student skills in scientific ... more The project team created a support system for developing first year student skills in scientific writing. It focused on digital fluency and writing skills such as logical structure, evidence and analysis. The team mapped resources and previous learning experiences, developed skills-based workshops, workbooks, diagnostic exercises and reflection processes. It is planned that the project will build a platform for developing the expert practitioner at second and final year.
Centre for Promoting Learner Autonomy, 2010
The aim of this project was to improve student engagement with academic requirements of a profess... more The aim of this project was to improve student engagement with academic requirements of a professional course. The objective was to use a range of resources (questionnaire, survey, tutorials, workshops) to facilitate student evaluation and reflection on their own academic skillset and to create a tool to enable students to track their own development. A key feature is linking their on-line self evaluations with the course requirements and linking these clearly with kind of feedback they receive on formative written work early in their course. These tools aim to establish a coherent shared language for talking about student writing and support further autonomous learning.
Centre for Promoting Learner Autonomy, Sheffield Hallam University , 2010
Supporting Student Learning by Embedding Writing and Speaking Skills. Developing Writing on Engin... more Supporting Student Learning by Embedding Writing and Speaking Skills. Developing Writing on Engineering courses, an account of an intervention.
Conference Presentations by Cathy Malone
Sheffield Hallam University Learning and Teaching Conference: Student Success - from conversation to transformation, 2018
Papers by Cathy Malone
Journal of Learning Development in Higher Education, 2023
'Fear and anxiety are the enemies of learning' (Gibbs, 2014). This paper outlines evaluation of p... more 'Fear and anxiety are the enemies of learning' (Gibbs, 2014). This paper outlines evaluation of practitioner research into a writing development intervention used with a group of international students studying at Masters level in a UK university. The research was motivated by our understanding that academic writing is a Writing circles: developing learner self-efficacy and agency through peer review activities
IBM Systems Journal, 2004
Lifewide learning has grown in importance amongst UK universities, with many now offering award p... more Lifewide learning has grown in importance amongst UK universities, with many now offering award programmes to both encourage students to take part in extra- and co-curricular activities and to recognise their efforts in these areas. However, the typical requirement to align these awards with the existing academic year means that the submission and assessment of the awards occur at one of the most demanding times of the year for both students and staff. This paper suggests that a model for lifewide learning awards where the assessment activities are devolved to trusted third-parties would help to reduce the burden on students and staff. The idea of Open Badges, a standard for creating and sharing secure, verifiable digital credentials and evidence, is proposed and discussed using a case study as a means to support a devolved approach to lifewide learning awards.
Journal of Academic Writing, 2020
In the UK, HE practical writing support has not kept pace with advances in our understanding of h... more In the UK, HE practical writing support has not kept pace with advances in our understanding of how students learn to write in their disciplines or greater comprehension of the nature of the discourses they are acquiring. Current institutional provision can still be characterised as
fragmented, offering generic, deficit focused, skills-based instruction, despite such approaches being theoretically discredited. One alternative means to develop academic literacies in more inclusive and nuanced ways is to embed this work at a disciplinary level; while long
recommended, this model is unusual in the UK. This paper reviews approaches to embedding academic literacies work and reports on our attempts to embed writing development work within a social science department through an extended action research project which aimed to
increase student mastery of academic literacies within one department. We focused on building opportunities for engagement using Writing Exemplars, Retreats and Writing Circles. Key features of our work are identified that appear transferable and may further facilitate successful
interdisciplinary collaborations.
RAPPORT , 2020
This paper examines reflective accounts of tutorial practice focused on provision of academic sup... more This paper examines reflective accounts of tutorial practice focused on provision of academic support. The sample of case studies were examined using a simple thematic analysis. Results revealed significant features included in the context of tutorials, the sensitivity of dialogic management by tutors to establish environments conducive to learning and to assist students manage threat and anxiety that appear to be a common experience of higher education. The findings of this analysis of experienced university tutors has implications for the support and ongoing training for academic tutors.
Journal of Learning Development in Higher Education , 2019
In 1998, the paper 'Student writing in higher education: an academic literacies approach' by Mary... more In 1998, the paper 'Student writing in higher education: an academic literacies approach' by Mary Lea and Brian Street reinvigorated debate concerning 'what it means to be academically literate' (1998, p.158). It proposed a new way of examining how students learn at university and introduced the term 'academic literacies'. Subsequently, a body of literature has emerged reflecting the significant theoretical and practical impact Lea and Street's paper has had on a range of academic and professional fields. This literature review covers articles selected by colleagues in our professional communities of the Association for Learning Development in Higher Education (ALDinHE), BALEAP the global forum for English for Academic Purposes (EAP) professionals, and the European Association of Teachers of Academic Writing (EATAW). As a community-sourced literature review, this text brings together reviews of wide range of texts and a diverse range of voices reflecting a multiplicity of perspectives and understandings of academic literacies. We have organised the material according to the themes: Modality, Identity, Focus on text, Implications for research, and Implications for practice. We conclude with observations relevant to these themes, which we hope will stimulate further debate, research and professional collaborations between our members and subscribers.
Practitioner Research in Higher Education Special Assessment Issue, 2018
This research paper explores a sample of written summative feedback which was provided to undergr... more This research paper explores a sample of written summative feedback which was provided to undergraduate social science based students in 2014-2015. A series of focus groups were facilitated where students evaluated 95 pieces of individual written feedback and discussed their findings. Texts were scored, ranked and used to create mini corpora of high and low ranking feedback. A contrastive analysis examined frequency counts, keyword analyses as well as concordances, collocations and semantic analyses. This analysis was supported by student annotations of their evaluations and thematic coding of the verbal discussions which took place. This research has been able to outline the characteristics of feedback which students in this sample judged to be effective-specific praise, clarity and completeness, forward orientation, interpersonal positioning and clear and error free text. The contrastive analysis brought the metadiscoursal features strongly into focus, with distinct linguistic patterns emerging in the use of modals, personal pronouns and the mitigation of criticism. Findings confirmed the highly interpersonal nature of academic feedback and students demonstrated particular sensitivity to the tenor of the feedback and the way criticism was incorporated. There were also distinct preferences concerning the length and presentation of text, the quality of praise, and whether it contained a forward orientation.
LILLIS, Theresa, HARRINGTON, Kathy and MITCHELL, Sally, (eds.) Working with academic literacies: Case studies towards transformative practice. Perspectives on writing ., 2015
This chapter explores an inter-disciplinary collaboration which set the written word to one side ... more This chapter explores an inter-disciplinary collaboration which set the written
word to one side to explore the student voice in a space between speech and writing.
It presents an emerging Digital Posters pedagogy in which student experimentation
with the spoken word is designed to support their critical engagement with their
subject and by extension their ability to produce the structures of academic writing.
The method has been developed collaboratively over three years by the authors: an
academic, a writing tutor and an educational developer. The approach has proved
liberating for both staff and students and has provided a means of exploring conceptions of academic literacies as being about critical and constructive growth through
the students’ exploration of language and their representation of knowledge.
JACKSON, Norman and WILLIS, Jenny, (eds.) Lifewide Learning and Education in Universities and Colleges. Lifewide Learning., 2014
Lifewide learning has grown in importance amongst UK universities, with many now offering award p... more Lifewide learning has grown in importance amongst UK universities, with many now offering award programmes to both encourage students to take part in extra- and co-curricular activities and to recognise their efforts in these areas. However, the typical requirement to align these awards with the existing academic year means that the submission and assessment of the awards occur at one of the most demanding times of the year for both students and staff. This paper suggests that a model for lifewide learning awards where the assessment activities are devolved to trusted third-parties would help to reduce the burden on students and staff. The idea of Open Badges, a standard for creating and sharing secure,verifiable digital credentials and evidence, is proposed and discussed using a case study as a means to support a devolved approach to lifewide learning awards
Autonomy You Ask, 2003
This paper describes the use of portfolios on a teacher training course for pre-service Japanese ... more This paper describes the use of portfolios on a teacher training course for pre-service Japanese teachers of English. It includes a case study of one student's portfolio and a follow-up interview before and after a 3-week teaching practice placement at a local junior high school.
Transforming Assessment in Higher Education - A case study series, 2017
This case study sets out to examine how the shared principles of feedback are translated into the... more This case study sets out to examine how the shared principles of feedback
are translated into the feedback writing practices of academic staff. Their case study
captures work that utilises a research informed approach to develop "teacher feedback
literacy" with a staff group, and a practical understanding of what it means to write
feedback that students value in order to develop consistency of team practice.
Compendium of effective practice in directed independent learning, 2015
Midwifery BSc (full-time, face to face, and work placements), Sheffield Hallam University Descrip... more Midwifery BSc (full-time, face to face, and work placements), Sheffield Hallam University Description Working in pairs, second year student midwives at Sheffield Hallam University (SHU) run study circles for first year student midwives during the first seven weeks of their course. These sessions follow an established structure of warmer, agenda setting, activity, and closer. They are planned, designed and co-delivered the by the peer-assisted learning (PAL) leaders. The agenda is always open to negotiation but the leaders attend sessions with activities planned. While the sessions are subject-based there is a proviso that no new material is to be introduced in PAL sessions and the focus is very much on the learning process rather than the product. Initial two day training in facilitation and communication skills gives students the skills to effectively lead group-learning sessions. Once training is completed, these senior students are responsible for supporting the academic skill development of their more junior colleagues, both in the sessions and when working independently. Staff consisting of a member of staff from central services and a lecturer on the Midwifery course deliver the initial training. In addition, staff meet weekly with the senior students to provide ongoing support while sessions are running, and classrooms or meeting rooms are provided for groups to meet throughout the year. Later in the year, further sessions are organised on an ad hoc basis (shifts permitting). The programme sees a move from organised timetabled sessions led by senior students to autonomous self-directed study groups with students working with others in their year. The scheme is now approaching its third year, and has involved newly qualified midwives returning from their first year in practice to run study sessions for third year students. This has included running mock job interviews and sessions on CVs and application forms to help students applying for their first jobs. This voluntary programme is embedded in the course and is run by student midwives addressing the challenges of their course. The topics of the study sessions are decided by the students and sessions are scheduled around the first year timetable. As a health course, attendance for all other modules is compulsory and so although attendance is voluntary the scheme benefits from featuring on the timetable. Attendance currently averages 90% for the first few weeks. The programme was initially established to improve peer support for learning, and to support development of student autonomy in the context of a challenging degree course where students spend a large proportion of their time working independently on placements. A fundamental challenge was the fact that first and second year students are only together on campus for six weeks in the academic year. Further challenges that we are still exploring include the use of technology to support PALS on placement and build on initial successful face-to-face learning. Similarly, we are still trying to make our reward and acknowledgement consistent with wider university schemes, such as the Hallam Award, and to this end are introducing digital badges that fully recognise the range and extent of PAL leader ingenuity and commitment. Finally, we are still striving to be fully inclusive in terms of delivery and recruitment.
Centre for Promoting Learner Autonomy Small Projects , 2010
The project team created a support system for developing first year student skills in scientific ... more The project team created a support system for developing first year student skills in scientific writing. It focused on digital fluency and writing skills such as logical structure, evidence and analysis. The team mapped resources and previous learning experiences, developed skills-based workshops, workbooks, diagnostic exercises and reflection processes. It is planned that the project will build a platform for developing the expert practitioner at second and final year.
Centre for Promoting Learner Autonomy, 2010
The aim of this project was to improve student engagement with academic requirements of a profess... more The aim of this project was to improve student engagement with academic requirements of a professional course. The objective was to use a range of resources (questionnaire, survey, tutorials, workshops) to facilitate student evaluation and reflection on their own academic skillset and to create a tool to enable students to track their own development. A key feature is linking their on-line self evaluations with the course requirements and linking these clearly with kind of feedback they receive on formative written work early in their course. These tools aim to establish a coherent shared language for talking about student writing and support further autonomous learning.
Centre for Promoting Learner Autonomy, Sheffield Hallam University , 2010
Supporting Student Learning by Embedding Writing and Speaking Skills. Developing Writing on Engin... more Supporting Student Learning by Embedding Writing and Speaking Skills. Developing Writing on Engineering courses, an account of an intervention.
Sheffield Hallam University Learning and Teaching Conference: Student Success - from conversation to transformation, 2018
Journal of Learning Development in Higher Education, 2023
'Fear and anxiety are the enemies of learning' (Gibbs, 2014). This paper outlines evaluation of p... more 'Fear and anxiety are the enemies of learning' (Gibbs, 2014). This paper outlines evaluation of practitioner research into a writing development intervention used with a group of international students studying at Masters level in a UK university. The research was motivated by our understanding that academic writing is a Writing circles: developing learner self-efficacy and agency through peer review activities
IBM Systems Journal, 2004
Lifewide learning has grown in importance amongst UK universities, with many now offering award p... more Lifewide learning has grown in importance amongst UK universities, with many now offering award programmes to both encourage students to take part in extra- and co-curricular activities and to recognise their efforts in these areas. However, the typical requirement to align these awards with the existing academic year means that the submission and assessment of the awards occur at one of the most demanding times of the year for both students and staff. This paper suggests that a model for lifewide learning awards where the assessment activities are devolved to trusted third-parties would help to reduce the burden on students and staff. The idea of Open Badges, a standard for creating and sharing secure, verifiable digital credentials and evidence, is proposed and discussed using a case study as a means to support a devolved approach to lifewide learning awards.