Join our Literacy research network for PhD students!
We invite all PhD students and early career researchers working in literacy as a social practice to join the Literacy Research network for PhD students. This will be a space for collaborating and sharing works in progress with other PhD students in a more casual way, set up by PhD students, for PhD students and ECRs. This invitation is NOT restricted to PhD students from Lancaster University.
What is this group about?
The main initial goals of this PhD Literacy Research network would be to:
- Engage in conversations with other PhD students in a more informal-casual way;
- Share our own research designs, methods, and procedures of data collection, among others, to receive feedback and learn from others’ work.
- Collaborate with each other by sharing references and readings, among others.
How to participate?
If you are interested in joining this group, just let the organizers know by registering in this form.
If you are interested in presenting your work in progress in one of our upcoming sessions, please email us at email@example.com
Soledad Montes Sánchez and Denise de Pauw
Please see below for details of upcoming work in progress discussions and presentations- click on the Teams link to register and receive the joining link.
N.B. regular timeslot is a Monday 4 pm- look forward to seeing you soon!
Sole and Denise
4pm (U.K. time)
A life in boxes: tracing the informed consent genre inside CVD’s archive
In this presentation I will share some of my findings and challenges in trying to bring archival material to life to understand the literate practices of a vaccine research center located in Santiago de Chile. This work is part of my dissertation project and looks specifically into the informed consent and how it is located and contextualized within the larger genre ecology of the research project. Through intertextual analysis, I locate the informed consent at three moments in the research project: the protocol design; the application of consent with participants; and the re-visions following the emergence of serious adverse events. What this analysis suggests is that the informed consent is not a form, but an ongoing process, distributed across multiple moments, actors, and actions, that runs throughout the whole research. This invites reflections on the nature of written genres and reinforces the importance of studying literacies ecologically.
|Monday 13th December
4pm (U.K. time)
|Research Group coordinators||Social meeting
This meeting is a social encounter with members. We will bring a topic of discussion related to the practice of research in literacy studies. This will be a fantastic opportunity to get to know other members and make relevant contacts with those with similar research interests.
|Monday 17th January
4pm (U.K. time)
Students’ writing from an emic perspective: talking around text interviews as a methodological and theoretical option
In this presentation, I will share the process of analysis of 10 “talking around text interviews” (Lillis, 2008, 2001; Ivanic, 1998) with Chilean students from schools with a high index of economic vulnerability (according to the Ministry of Education of Chile, 2021). In this analysis, I pay attention to students’ perspectives on their own writing practices and their choices of meaning-making through texts. I also look at how texts are mediated by artifacts and technologies that play a role in students’ transitions to further education. Finally, I will discuss the “talking around text” method –and the theory behind it– to reflect on the role of students’ perspectives in the study of writing.