Montserrat Castello | Ramon Llull University (original) (raw)

Papers by Montserrat Castello

Literatura y Lingüística

El propósito de este artículo es triple. En primer lugar, compartir algunos avances teóricos en r... more El propósito de este artículo es triple. En primer lugar, compartir algunos avances teóricos en relación con las nociones de escritura de investigación e identidad que permiten analizar los vínculos entre ambas; en segundo lugar, discutir algunas evidencias empíricas recientes que refrendan esos avances; y, por último, analizar las implicaciones que se desprenden de dichas evidencias tanto para la investigación como para la formación de investigadores noveles. Los avances teóricos establecen, por un lado, la naturaleza colaborativa dialógica e híbrida de la escritura de investigación; por otro, la naturaleza unívoca pero también dialógica y situada de la identidad en tanto que corresponde a posiciones del self ante las diferentes situaciones en las que un individuo participa. Convertirse en un investigador tiene que ver con posicionarse como autor al escribir géneros de investigación. Las evidencias empíricas acerca de las relaciones entre la identidad investigadora y el desarrollo ...

Innovations in Education and Teaching International, 2020

… Writing (Studies in Writing, Volume 24), …, 2012

Page 1. Chapter 10 Texts as Artifacts-in-Activity: Developing Authorial Identity and Academic Voi... more Page 1. Chapter 10 Texts as Artifacts-in-Activity: Developing Authorial Identity and Academic Voice in Writing Academic Research Papers Montserrat Castello´ and Anna In˜esta Introduction ... 180 Montserrat Castello´ and Anna In˜esta Page 3. ...

Journal of Writing Research, 2017

International Advances in Writing Research: Cultures, Places, Measures, 2012

At European universities, writing is a traditional way of learning, assessment, and independent s... more At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers.

Within the current higher education context, early career researchers (ECRs) face a 'risk-car... more Within the current higher education context, early career researchers (ECRs) face a 'risk-career' in which predictable, stable academic careers have become increasingly rare. Traditional milestones to signal progress toward a sustainable research career are disappearing or subject to reinterpretation, and ECRs need to attend to new or reimagined signals in their efforts to develop a researcher identity in this current context. In this article, we present a comprehensive framework for researcher identity in relation to the ways ECRs recognise and respond to divergent signals across spheres of activity. We illustrate this framework through eight identity stories drawn from our earlier research projects. Each identity story highlights the congruence (or lack of congruence) between signals across spheres of activity and emphasises the different ways ECRs respond to these signals. The proposed comprehensive framework allows for the analysis of researcher identity development thro...

Traversing the Doctorate, 2019

Studies of how students experience their Ph.D. education have been promoted as an indicator to im... more Studies of how students experience their Ph.D. education have been promoted as an indicator to improve doctoral programmes (assessment-oriented studies) and/or to enhance understanding of career development among this collective (research-oriented studies). Interest in the latter group has increased in recent years as researcher development has become a field of study in the context of higher education. In this respect, a database of studies measuring the Ph.D. experience could be of use to researchers. We therefore conducted a review of 53 empirical studies, focusing only on large-scale research based on data obtained from questionnaires and scales, published between 1991 and 2018. In terms of results, we provide an overview of studies conducted in the last 27 years, reveal the core elements that are traditionally considered in measuring the Ph.D. experience, and identify some gaps and contributions in clarifying this generic term. Directions for future research are offered.

Studies in Continuing Education, 2016

Research in the Teaching of English, May 1, 2013

Infancia y Aprendizaje, 2015

Abstract This study is part of a larger project focused on the development of argumentative compe... more Abstract This study is part of a larger project focused on the development of argumentative competence and its effect on knowledge construction. It aims to analyse and compare the changes in the evolution of the claims and the quality of the written arguments used by university students in two learning scenarios: a first scenario where students participated in a debate with the aim of convincing; and a second scenario where the debate was aimed at achieving an agreement by consensus. The participants were 77 first-year university students in Education and Speech Therapy. A quasi-experimental design was adopted with repeated measures, in which students from the two groups wrote two argumentative texts (initial and final) for each type of debate. The results indicate that the initial claims evolved towards more moderate positions at the end of the process; and the quality of the arguments that students wrote in their texts varied significantly depending on the type of demand and the time of writing (initial or final).

… Ciències de l'Educació i de …, 2011

Page 1. 131 Revista de Psicologia, Ciències de l'Educació i de l'Esport ISSN: 1138-3194... more Page 1. 131 Revista de Psicologia, Ciències de l'Educació i de l'Esport ISSN: 1138-3194 Copyright © 2011 http://www.revistaaloma.net 2011 | 29 | 131-152 Correspondència: Marta Pardo FPCEE Blanquerna - Universitat Ramon Llull C/Císter, 34. ...

Textos de didáctica de la lengua y la literatura, 2009

Información del artículo Escribir trabajos de investigación con alumnos de grado.

Page 1. Page 2. 2 _____ LOS PROCESOS DE CAMBIO DE LAS POLÍTICAS PÚBLICAS SOBRE ORIENTACIÓN Y APOY... more Page 1. Page 2. 2 _____ LOS PROCESOS DE CAMBIO DE LAS POLÍTICAS PÚBLICAS SOBRE ORIENTACIÓN Y APOYO A LA ESCUELA: ANÁLISIS COMPARADO DE SISTEMAS VIGENTES Y EMERGENTES ESTUDIO MÚLTIPLE DE CASOS EN UNA MUESTRA DE COMUNIDADES AUTÓNOMAS _____ Consuelo Vélaz-de-Medrano Ureta (Dir.), Nuria Manzano-Soto y Ángeles Blanco-Blanco ...

Literatura y Lingüística

Innovations in Education and Teaching International, 2020

… Writing (Studies in Writing, Volume 24), …, 2012

Journal of Writing Research, 2017

International Advances in Writing Research: Cultures, Places, Measures, 2012

Traversing the Doctorate, 2019

Studies in Continuing Education, 2016

Research in the Teaching of English, May 1, 2013

Infancia y Aprendizaje, 2015

… Ciències de l'Educació i de …, 2011

Textos de didáctica de la lengua y la literatura, 2009

Información del artículo Escribir trabajos de investigación con alumnos de grado.

El libro contiene propuestas didácticas e institucionales para la enseñanza de la lectura y la es... more El libro contiene propuestas didácticas e institucionales para la enseñanza de la lectura y la escritura en la educación superior.

Uno de los retos a que debemos responder en las universidades es equipar a los estudiantes con lo... more Uno de los retos a que debemos responder en las universidades es equipar a los estudiantes con los conocimientos y las herramientas adecuadas para comunicarse en contextos científicos. Dirigido a los estudiantes que se enfrentan por primera vez a la redacción de un texto académico de envergadura o a aquellos que ya han intentado escribir este tipo de textos y se han sentido desbordados, poco capaces, angustiados y cercanos al abandono, también será de gran ayuda a tutores, profesores o directores de estos estudiantes, ya que actúa como un recurso para iniciarse en la escritura y les orienta a afrontar los procesos y productos de la comunicación académica.

Dirigido a los maestros de primaria, procura, tanto en su lenguaje como en su registro, ser direc... more Dirigido a los maestros de primaria, procura, tanto en su lenguaje como en su registro, ser directo y cercano a las situaciones habituales de enseñanza y aprendizaje en los centros de primaria.
Se invita al lector a reflexionar a través de ejemplos, cuestiones y pregun- tas más o menos abiertas que guíen la comprensión y que contribuyan a que el texto sea ameno a la vez que didáctico (en el mejor sentido del término, es decir, en el menos académico). También se propone la conexión con las preocupaciones más habituales del profesorado

para citar este libro:
Castelló, M. (2007). Enseñar a pensar: sentando las bases para aprender a lo largo de la vida. MEC-ISFP Aulas de verano.

Academic writing is considered nowadays as a socially and culturally situated activity (Castello ... more Academic writing is considered nowadays as a socially and culturally situated activity (Castello ́ , Gonza ́ lez, & In ̃ esta, 2010; Flowerdew & Peacock, 2001; Johns, 2002; Lea & Stierer, 2000), inserted in a (micro) context of specific communicative situations which, in turn, make sense according to the (macro) historical and cultural context in which they take place. This is related with an equally situated conceptualization of language as a cultural and psychological tool (Mercer & Littleton, 2007) which, through its mediating role, allows the mind ‘‘to go beyond the skin’’ (Wertsch, 1991).
The previous considerations become even more relevant if we acknowledge that writers participate in several communities that are, in turn, embedded in complex systems of activity. Becoming aware of the tensions and contradictions that are inextricably involved in those systems of human activity is key to this social participatory practice, especially when writers are students trying to deal with learning within academic and, in our case, scientific communities.
In this chapter we present the approach to teaching and learning academic writing that we have implemented in an educational intervention in the academic community of Psychology. Our aim is threefold. First, we explain and justify the theoretical assumptions underlying the educational decisions about teaching and learning academic writing that account for the educational intervention. Second, we present and discuss the key principles and characteristics of such intervention. And finally we conclude by presenting some of the findings obtained in different studies we carried out to assess the impact of the aforementioned intervention. While doing so, we use some examples to illustrate the students’ struggles for writing as members of a disciplinary community and for developing an authorial identity, as well as their efforts to make their voice visible in their texts through the use of discursive resources such as citation or their dialogue within their own community of learners reflecting on successive versions of their peer’s texts.

To cite this document:
Montserrat Castelló, Anna Iñesta, (2012),"Chapter 10 Texts as Artifacts-in-Activity: Developing Authorial Identity and Academic Voice in Writing Academic Research Papers", Montserrat Castelló, Christiane Donahue, in (ed.) University Writing: Selves and Texts in Academic Societies (Studies in Writing, Volume 24), Emerald Group Publishing Limited, pp. 179 - 200

This volume focuses on new trends in different theoretical perspectives (social, cultural, and co... more This volume focuses on new trends in different theoretical perspectives (social, cultural, and cognitive) and derived practices, as relevant to the situated nature of the activity of writing in higher education. These perspectives are analyzed here on the basis of their conceptualization of the object, which is scholarly writing; of the writers, particularly their identities, attitudes, and perspectives, be it students, teachers, or researchers; and of the instructional practices, especially the ways in which the teaching–learning situations may be organized taking the former into account.
In order to draw on some of the best available research in these three domains, the contributions analyze writing using research approaches from various traditions and perspectives, both in Europe and in North, Central, and South America, working on their situated nature and avoiding easy or superficial comparisons in order to broaden our understanding of common problems and of emergent possibilities or affordances that might address them. Each contribution builds from well-established previous work in the domain of teaching and learning academic or scientific writing as situated and discipline-dependent, to move our collective conversation forward in terms of new trends. The final aim is to promote a dialogue among these perspectives and traditions and, by addressing the identified needs and unsolved questions, to bridge gaps and move forward in our knowledge regarding academic writing activities in various higher education settings.

To cite this book:
Castelló, M., & Donahue, C. (Eds.). (2012). University writing: Selves and texts in academic societies. BRILL.

Informes, propuestas de actuación, ensayos, revisiones bibliográficas, análisis críticos de l... more Informes, propuestas de actuación, ensayos, revisiones bibliográficas, análisis críticos de lecturas, resúmenes, resolución de casos escritos, comentarios, reflexiones personales, síntesis de debates, pósters... Un simple recorrido por los programas de las asignaturas que aparecen en las páginas web de las universidades españolas, revela que estas actividades –y algunas más que aparecen bajo las categorías genéricas de trabajos o textos escritos- son las que exigimos a nuestros estudiantes de manera regular. En casi todos los programas tanto de ciencias experimentales, como de sociales o de la salud –con escasas pero significativas excepciones- se incluyen estas actividades de escritura en la evaluación final de la materia, lo que podría llevarnos a suponer que son también objeto de enseñanza.
¿Qué tienen en común todas estas actividades de escritura?, ¿qué competencias requieren por parte del estudiante?, ¿cuándo, cómo y dónde adquiere el estudiante estas competencias? A responder estas preguntas dedicaremos este capítulo, con el objetivo final de ofrecer un panorama lo más claro posible de lo que implica aprender a escribir textos académicos y de las herramientas metodológicas que se han revelado útiles para enseñar estas competencias en la universidad

Para citar este capítulo:
Castelló, M. (2009). Aprender a escribir textos académicos: ¿copistas, escribas, compiladores o escritores?. En J.I. Pozo y Pérez Echeverría, M. P. (Coords.), La Psicología del aprendizaje universitario: de la adquisición de conocimientos a la formación en competencias (pp.120-133). Madrid: Morata.

he European Writing Survey (EUWRIT), both the student and faculty versions, reflects the need to ... more he European Writing Survey (EUWRIT), both the student and faculty versions, reflects the need to systematically gather data on student writing in various insti- tutional and disciplinary contexts. The final version of the survey (status January 2015) includes questions on: personal and demographic data, general questions on writing in the study programme, writing process and feedback, text genres and writing practices, self-evaluation (students) and appreciation (faculty) of the writing skills, conceptions of “good writing”, study competences and writing support. EUWRIT is the result of a long testing and implementation process, which started in 2006. The range of projects in which the survey has been im- plemented is broad and includes assessment of writing skills in study pro- grammes (Environmental Sciences at ETH Zurich; Economics, Journalism and Health at the Zurich University of Applied Sciences), investigations of different stages of student development (Translation Studies at Zurich University of Ap- plied Sciences); comparisons of writing cultures (universities of teacher education in the French, German, and Italian parts of Switzerland); assessments of writing cultures in certain disciplines at different universities (Spain); studies of the writ- ing cultures of a single university (University of Constance, Germany); and com- parisons of the genres in different Eastern Europe countries (Macedonia, Roma- nia, Ukraine). The report gives a synthesis of the construction principles of the EUWRIT questionnaire and presents some of the results from the aforementioned studies.

At European universities, writing is a traditional way of learning, assessment, and independent s... more At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped- agogy. Still, little systematic knowledge is available about the pedagogical ap- proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept- ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be- fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers.