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dc.contributor.authorMaurer, Trent W.
dc.contributor.authorWoolmer, Cherie
dc.contributor.authorPowell, Nichole L.
dc.contributor.authorSisson, Carol
dc.contributor.authorSnelling, Catherine
dc.contributor.authorStalheim, Odd Rune
dc.contributor.authorTurner, Ian J.
dc.date.accessioned2021-03-12T11:49:20Z
dc.date.available2021-03-12T11:49:20Z
dc.date.issued2021-03-07
dc.identifier.citationWoolmer, C., Powell, N., L., Sisson, C., Snelling, C., Stalheim, O., R., and Turner, I., J. (2021). ‘Sharing SoTL findings with students: an intentional knowledge mobilization strategy’. Teaching and Learning Enquiry, 9(1), pp. 1-16.en_US
dc.identifier.issn2167-4779
dc.identifier.doi10.20343/teachlearninqu.9.1.22
dc.identifier.urihttp://hdl.handle.net/10545/625656
dc.description.abstractThis paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.en_US
dc.description.sponsorshipISSOTL for sponsoring the ICWG initiative that brought us all together and made this work possibleen_US
dc.language.isoenen_US
dc.publisherInternational Society for the Scholarship of Teaching and Learningen_US
dc.relation.urlhttps://journalhosting.ucalgary.ca/index.php/TLI/article/view/71061en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSoTLen_US
dc.subjectknowledge mobilizationen_US
dc.subjectsocial mediaen_US
dc.subjectstudentsen_US
dc.titleSharing SoTL findings with students: an intentional knowledge mobilization strategyen_US
dc.typeArticleen_US
dc.identifier.eissn2167-4787
dc.contributor.departmentGeorgia Southern Universityen_US
dc.contributor.departmentMount Royal Universityen_US
dc.contributor.departmentEmory Universityen_US
dc.contributor.departmentTaylor Universityen_US
dc.contributor.departmentUniversity of Adelaideen_US
dc.contributor.departmentInland Norway University of Applied Sciencesen_US
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalTeaching and Learning Enquiryen_US
dc.source.journaltitleTeaching & Learning Inquiry
dc.source.volume9
dc.source.issue1
dc.source.beginpage333
dc.source.endpage348
dcterms.dateAccepted2020-11-24
dc.author.detailsehs182en_US


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