Changing identities in the student group: using creative writing

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Changing identities in the student group using
creative writing
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The context

• Transition to university
• The student group
• Formal and informal learning
• Reflective writing and social work

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Theoretical frameworks

• Student identities
• Reflective writing and social work
• Feedback from recent graduates

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Original plans

• Induction project over summer
• Study skills focus
• Ambitious e-communication plans
• Open to all

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Developing ideas

• Availability of collaboration with published
  poet/writer/teacher of creative writing
• Introduction of L1 e-learning element to SW
  curriculum
• 20 students only-closed group
• Learning from SW graduates feedback
• Decision to avoid teaching academic writing
• Blended rather than e-learning focus
• Pre reflective/academic writing

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A blended learning approach

• Introductory meetings (just after admission in
  summer, then in first week of term)
• Individual writing tasks testing the water
• Face to face workshops (3)
• Individual and group e-learning activities
• Face-to-face writing/reading together

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Face-to-face workshops

• Led by writer and poet (also experienced teacher
  of creative writing)
• SW lecturer in secondary/participant role
• Short, accessible activities
• Uses/validation of non-European writing

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Online activities

• Blogging
• Emailing
• Looking at suggested websites
• Self-directed informal online research
• Pre-discussion forum activities

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Student feedback

• A fun way to meet people on the course
• We got to know each other faster than the rest
  of the student group
• I loved it when I wrote something that made
  people laugh
• It wasnt like a class but we learned a lot
• Its important to be able to write about our
  feelings
• The way Janice worked was brilliant, also she
  wasnt assessing us

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What now?

• Did it help students academic work?
• Could this kind of project help student
  retention?
• Further study longer term impact on cognitive
  and affective aspects of studying social work

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References

• Gibbons J. and Gray M. (2004) 'Critical thinking
  as integral to social work', Practice Journal of
  Teaching in Social Work (Vol.24 1/2)Heron G.
  (2006) 'Critical thinking in social care and
  social work searching student assignments for
  the evidence social work', Education (Vol.25,
  No.3) Jones K. (2006) 'Valuing diversity and
  widening participation the experiences of access
  to social work students in further and higher
  education', Social Work Education, (Vol. 25, pp.
  485-500).Kam-shing Yip (2006) 'Self-reflection
  in reflective practice a note of caution',
  British Journal of Social Work (Vol. 36,
  777-788)Lea, M., and Street, B. (1998) 'Student
  writing in higher education an academic
  literacies approach', Studies in Higher Education
  ( Vol.23, 2)Rai L. (2004) Exploring literacy in
  social work education a social practices
  approach to student writing Social Work Education
  (Vol. 24, pp. 149-162)