What a great word to rethink about my PhD writing – mediating my ‘self’ into self selected spaces for exploration, care, cultivation, and professionalism. I’m coming back to this word as I’m reflecting and writing about the OEFellow journey. This is bringing back, and bringing forward, ideas that are nestled away, but coming to light in new ways. This is one such conception.
I came across this word while reading a chapter about blogging during the doctorate [Towards an Academic Self] written by Inger Mewburn and Pat Thomson. This captured my imagination at the time, since I was just beginning the PhD coursework, and had been blogging actively as an educator. Since I was also creating visualizations, called sketchnotes, at the time, I created a graphic image to capture the ideas in this chapter.
What catches my eye today are the words “contemplative intellectual activity” since the task at hand is to create a reflection of my Ontario Education Fellow journey using research from Hinrichsen and Coombs (2013) into critical digital literacy and the work of Cronin (2017, 2018) into open educational pedagogies.
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5): 15-34. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3096/4301
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2): 127-143.
Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21.21334
Mewburn, I., & Thomson, P. (2018). Towards an academic self: blogging during the doctorate. In D. Lupton, I. Mewburn, & P. Thomson (Eds.) The digital academic: Critical perspectives on digital technologies in higher education. Routledge, New York: New York.