Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, , 1 - 7, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.1

Öz

Kaynakça

  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M .K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.
  • Angelis, J. I, Polsinelli, K., Rougle, E., & Shogan, J. (2016). Building academic literacy: Engaging all learners in every classroom. London: Rowman & Littlefield.
  • Applebee, A. N. (1984). Writing and reasoning. Review of Educational Research, 54(4), 577–596.
  • Auerbach, E. (1999). The power of writing, the writing of power: Approaches to adult ESOL writing instruction. Focus on Basics, 3(4), 1-6.
  • Biesenbach-Lucas, S., & Weasenforth, D. (2002). Virtual office hours: Negotiation strategies in electronic conferencing. Computer Assisted Language Learning, 15(2), 147-165.
  • Commission of the European Communities. (2005). Proposal for a recommendation of the European Parliament and of the Councils on key competences for lifelong learning. Brussels. Retrieved from http://www.europarl.europa.eu/meetdocs/2004_2009/documents/com(2005)0548_/com_com(2005)0548_en.pdf
  • Coulmas, F. (2003). Writing systems: An introduction to their linguistic analysis. Cambridge: Cambridge University Press.
  • Deveci, T., & Nunn, R. (2018). Intrapersonal communication as a lifelong learning skill in engineering education. Yuksekogretim Dergisi [Journal of Higher Education], 8(1), 68-77. doi:10.2399/yod.17.009
  • Deveci, T., Dalton, D., Hassan, A., Amer, S. T., & Cubero, S. (2018). Project-X: An initiative to increase student engagement through laptops. Contemporary Educational Technology, 9(1), 1-21.
  • Dzubak, C. M. (2013). A purposeful pause: The role of active reflection in learning. Synergy the Online Journal of the Association for the Tutoring Profession, 6, 1-10.
  • Fu, D., & Hansen, J. (2012). Writing: A mode of thinking. Language Arts, 89(6), 426-431.
  • Geertsen, R. (2013). Barriers to critical thinking across domains. Review of Management Innovation & Creativity, 6(20), 52-60.
  • Graeme, B. G., & Dimbleby, R. (2006). Between ourselvelves: An introduction to interpersonal communication. London: Hodder Education.
  • Hager, P. J., & Holland, S. S. (2006). Graduate attributes, learning and employability. Dordrecht: Springer.
  • Holmes, A. (2002). Lifelong learning. Oxford, UK: Capstone Publishing.
  • Kim, H. S., & Ko, D. (2007). Culture and self-expression. In C. Sedikides & S. Spencer (Eds.). Frontiers of social psychology: The self (pp. 325–342). New York: Psychology Press.
  • Kind, T., & Evans, Y. (2015). Social media for lifelong learning. International Review of Psychiatry, 27(2), 124-132.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Kraus, J. (2014). College composition as critical thinking. Retrieved from https://www.huffingtonpost.com/joe-kraus/college-composition-as-cr_b_4609656.html
  • Langer, J., & Applebee, A. N. (1987). How writing shapes thinking: A study of teaching and learning. (NCTE Research Report No. 22). Retrieved from https://wac.colostate.edu/ books/ langer_applebee/langer_applebee.pdf
  • Lewittes, H. (2009). A critical thinking rubric as the basis of assessment and curriculum. In C. S. Schreiner (Ed.). Handbook of research on assessment technologies, methods, and applications in higher education (pp. 22-46). Hershey, PA: IGI Global.
  • Longworth, N., & Davies, W. K. (2013). Lifelong learning: New vision, new implications, new roles for people, organizations, nations and communities in the 21st century. London and New York: Routledge.
  • Manitsa, N. (2016). 12 ways to motivate your students. Retrieved from https://www.teachers-corner.co.uk/12-ways-motivate-students/
  • McNulty, B. (2016). How to become a writer: Overcome the 5 biggest challenges. Retrieved from https://bookcoaching.com/how-to-become-a-writer-overcome-the-5-biggest-challenges/
  • OECD. (2004). Internalisation and trade in higher education: Opportunities and challenges. Paris.
  • Orwell, G. (1946). Why I write. Retrieved from http://srjcstaff.santarosa.edu/~mheydon/ whywriteD.pdf
  • Pawelzik, B. (2009). Communication in business. Munich: De Gruyter Oldenbourg.
  • Pullman, G. (2016). Writing online: Rhetoric for the digital age. Indianapolis, Indiana: Hacket Publishing Company.
  • Powell, B. B. (2012). Writing: Theory and history of the technology of civilization. West Sussex, UK: Wiley-Blackwell.
  • Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1-16.
  • Sehgal, M. K., & Khetarpal, V. (2006). Business communication. New Delhi: Excel Books.
  • Speck, B. W. (2002). Facilitating students’ collaborative writing. California: Jossey-Bass.
  • Tung-Chion, H., & Steckley, J. (2001). New lives for old: Lifelong learning among the indigenous peoples of Taiwan and Canada. In D. Aspin, J. Chapman, M. Hatton, & Y. Sawano (Eds.). International handbook of lifelong learning (pp. 755-764). Dordrecht: Springer.
  • Walker, S. (2012). Why should students write every day? Retrieved from http://www.scilearn.com/ blog/5-reasons-students-should-write-every-day
  • Warschauer, M., & Grimes, D. (2005) First year evaluation report Fullerton school district laptop program. Retrieved from http://education.uci.edu/person/ warschauer_m/docs/fsd-laptop-year1-eval.pdf

Writing for and Because of Lifelong Learning

Yıl 2019, , 1 - 7, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.1

Öz

Once a privilege for the members of the elite, writing
is now a staple of everyday life accessible to the masses. Despite its
significance for individuals’ economic, psychological, and educational
well-being, it may not always be utilized to its full capacity. This is partly
due to reductionist approaches to writing without full consideration of its
various manifestations in life. This paper will argue that writing is more than
the inscription of letters and symbols on paper (or on screen). The common
misconception that highly developed artistic skills are a must for one to be a
“good” writer often prevents individuals from engaging in rewarding learning
experiences in and outside of formal education contexts. The realization of the
ways in which writing in fact is a part of our daily lives and therefore cannot
be divorced from learning throughout life will reduce concerns about a possible
lack in writing skills. It will also be maintained in this paper that there is
complementarity between lifelong learning and writing; just as lifelong
learning requires the utilization of writing skills, greater involvement in
writing and enhancements to one’s writing skills support lifelong learning
skills. This paper will also propose that an emphasis on writing across
curriculum in formal education settings as well as outside of formal education
will help prepare individuals for engagement in continuous learning throughout
life.

Kaynakça

  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M .K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.
  • Angelis, J. I, Polsinelli, K., Rougle, E., & Shogan, J. (2016). Building academic literacy: Engaging all learners in every classroom. London: Rowman & Littlefield.
  • Applebee, A. N. (1984). Writing and reasoning. Review of Educational Research, 54(4), 577–596.
  • Auerbach, E. (1999). The power of writing, the writing of power: Approaches to adult ESOL writing instruction. Focus on Basics, 3(4), 1-6.
  • Biesenbach-Lucas, S., & Weasenforth, D. (2002). Virtual office hours: Negotiation strategies in electronic conferencing. Computer Assisted Language Learning, 15(2), 147-165.
  • Commission of the European Communities. (2005). Proposal for a recommendation of the European Parliament and of the Councils on key competences for lifelong learning. Brussels. Retrieved from http://www.europarl.europa.eu/meetdocs/2004_2009/documents/com(2005)0548_/com_com(2005)0548_en.pdf
  • Coulmas, F. (2003). Writing systems: An introduction to their linguistic analysis. Cambridge: Cambridge University Press.
  • Deveci, T., & Nunn, R. (2018). Intrapersonal communication as a lifelong learning skill in engineering education. Yuksekogretim Dergisi [Journal of Higher Education], 8(1), 68-77. doi:10.2399/yod.17.009
  • Deveci, T., Dalton, D., Hassan, A., Amer, S. T., & Cubero, S. (2018). Project-X: An initiative to increase student engagement through laptops. Contemporary Educational Technology, 9(1), 1-21.
  • Dzubak, C. M. (2013). A purposeful pause: The role of active reflection in learning. Synergy the Online Journal of the Association for the Tutoring Profession, 6, 1-10.
  • Fu, D., & Hansen, J. (2012). Writing: A mode of thinking. Language Arts, 89(6), 426-431.
  • Geertsen, R. (2013). Barriers to critical thinking across domains. Review of Management Innovation & Creativity, 6(20), 52-60.
  • Graeme, B. G., & Dimbleby, R. (2006). Between ourselvelves: An introduction to interpersonal communication. London: Hodder Education.
  • Hager, P. J., & Holland, S. S. (2006). Graduate attributes, learning and employability. Dordrecht: Springer.
  • Holmes, A. (2002). Lifelong learning. Oxford, UK: Capstone Publishing.
  • Kim, H. S., & Ko, D. (2007). Culture and self-expression. In C. Sedikides & S. Spencer (Eds.). Frontiers of social psychology: The self (pp. 325–342). New York: Psychology Press.
  • Kind, T., & Evans, Y. (2015). Social media for lifelong learning. International Review of Psychiatry, 27(2), 124-132.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Kraus, J. (2014). College composition as critical thinking. Retrieved from https://www.huffingtonpost.com/joe-kraus/college-composition-as-cr_b_4609656.html
  • Langer, J., & Applebee, A. N. (1987). How writing shapes thinking: A study of teaching and learning. (NCTE Research Report No. 22). Retrieved from https://wac.colostate.edu/ books/ langer_applebee/langer_applebee.pdf
  • Lewittes, H. (2009). A critical thinking rubric as the basis of assessment and curriculum. In C. S. Schreiner (Ed.). Handbook of research on assessment technologies, methods, and applications in higher education (pp. 22-46). Hershey, PA: IGI Global.
  • Longworth, N., & Davies, W. K. (2013). Lifelong learning: New vision, new implications, new roles for people, organizations, nations and communities in the 21st century. London and New York: Routledge.
  • Manitsa, N. (2016). 12 ways to motivate your students. Retrieved from https://www.teachers-corner.co.uk/12-ways-motivate-students/
  • McNulty, B. (2016). How to become a writer: Overcome the 5 biggest challenges. Retrieved from https://bookcoaching.com/how-to-become-a-writer-overcome-the-5-biggest-challenges/
  • OECD. (2004). Internalisation and trade in higher education: Opportunities and challenges. Paris.
  • Orwell, G. (1946). Why I write. Retrieved from http://srjcstaff.santarosa.edu/~mheydon/ whywriteD.pdf
  • Pawelzik, B. (2009). Communication in business. Munich: De Gruyter Oldenbourg.
  • Pullman, G. (2016). Writing online: Rhetoric for the digital age. Indianapolis, Indiana: Hacket Publishing Company.
  • Powell, B. B. (2012). Writing: Theory and history of the technology of civilization. West Sussex, UK: Wiley-Blackwell.
  • Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1-16.
  • Sehgal, M. K., & Khetarpal, V. (2006). Business communication. New Delhi: Excel Books.
  • Speck, B. W. (2002). Facilitating students’ collaborative writing. California: Jossey-Bass.
  • Tung-Chion, H., & Steckley, J. (2001). New lives for old: Lifelong learning among the indigenous peoples of Taiwan and Canada. In D. Aspin, J. Chapman, M. Hatton, & Y. Sawano (Eds.). International handbook of lifelong learning (pp. 755-764). Dordrecht: Springer.
  • Walker, S. (2012). Why should students write every day? Retrieved from http://www.scilearn.com/ blog/5-reasons-students-should-write-every-day
  • Warschauer, M., & Grimes, D. (2005) First year evaluation report Fullerton school district laptop program. Retrieved from http://education.uci.edu/person/ warschauer_m/docs/fsd-laptop-year1-eval.pdf
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Tanju Deveci

Yayımlanma Tarihi 15 Ocak 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Deveci, T. (2019). Writing for and Because of Lifelong Learning. European Journal of Educational Research, 8(1), 1-7. https://doi.org/10.12973/eu-jer.8.1.1
AMA Deveci T. Writing for and Because of Lifelong Learning. eujer. Ocak 2019;8(1):1-7. doi:10.12973/eu-jer.8.1.1
Chicago Deveci, Tanju. “Writing for and Because of Lifelong Learning”. European Journal of Educational Research 8, sy. 1 (Ocak 2019): 1-7. https://doi.org/10.12973/eu-jer.8.1.1.
EndNote Deveci T (01 Ocak 2019) Writing for and Because of Lifelong Learning. European Journal of Educational Research 8 1 1–7.
IEEE T. Deveci, “Writing for and Because of Lifelong Learning”, eujer, c. 8, sy. 1, ss. 1–7, 2019, doi: 10.12973/eu-jer.8.1.1.
ISNAD Deveci, Tanju. “Writing for and Because of Lifelong Learning”. European Journal of Educational Research 8/1 (Ocak 2019), 1-7. https://doi.org/10.12973/eu-jer.8.1.1.
JAMA Deveci T. Writing for and Because of Lifelong Learning. eujer. 2019;8:1–7.
MLA Deveci, Tanju. “Writing for and Because of Lifelong Learning”. European Journal of Educational Research, c. 8, sy. 1, 2019, ss. 1-7, doi:10.12973/eu-jer.8.1.1.
Vancouver Deveci T. Writing for and Because of Lifelong Learning. eujer. 2019;8(1):1-7.