Crossing Divides: Professional Development for Third Space Professionals

Burgeoning technologies are changing the global practices of youth to embrace a form of literacy which encompasses both skills and multimodal forms. In Barbados this has been perceived as disengagement from conventional literate practices and has caused concern in the wider Barbadian community. This view is reinforced by the seemingly ubiquitous engagement of youth with various forms of communications technology rather than traditional text. This chapter presents some insight, in the context of a Barbadian secondary school, into an action research project which sought to bridge the existing divide between traditional and semiotic literacies. This investigation confirmed that students were engaged in literate acts in diverse ways. The creation of third space required revised assumptions about the nature of literacy and redefined roles for teachers and students. This chapter concludes with recommendations for increased dialogue, collaboration and professional development among Barbadian secondary English teachers on issues related to literacy.

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Writing Into the Scholarship of Teaching and Learning

Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-2212-7.ch009 ◽

2020 ◽

pp. 161-180

Author(s):

Kathryn Janet Meldrum ◽

Kristi Giselsson

Keyword(s):

Higher Education ◽

Professional Development ◽

Learning Outcomes ◽

Teaching And Learning ◽

Third Space ◽

Theoretical Frameworks ◽

Scholarship Of Teaching ◽

The Third ◽

Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

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Learners, teachers and places: A conceptual framework for creative pedagogies

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v9i1.450 ◽

2021 ◽

Vol 9 (1) ◽

pp. 2-7

Author(s):

Nathalie Tasler ◽

Vicki Harcus Morgan Dale

Keyword(s):

Higher Education ◽

Professional Development ◽

Conceptual Framework ◽

Transformational Learning ◽

Third Space ◽

Theoretical Framework ◽

Complex Relationships ◽

Student Centred Learning

This exploratory paper introduces a theoretical framework which helps educators in higher education to navigate the complex relationships between self, students, and place. It is also written for academic developers who support the evolving identities and pedagogies of lecturers undertaking professional development. The framework focuses on students, teachers and places as actors (first space) that interact, giving rise to transformational (second) spaces. At the heart of the framework (third space), all three actors dynamically interact through creative pedagogies for active, transformational learning, physically and/or digitally. Although the term ‘third space’ typically refers to the merging of two physical places (Flessner, 2014), we perceive it here as a merging of three ‘actors’ with constantly changing identities to create a dynamic third space for transformation and student-centred learning

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