Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences. With contributions from: Nick Almond, Cecile Badenhorst, Agnes Bosanquet, Marcia Z. Buell, Jayde Cahir, Mary Davies Turner, Robert B. Desjardins, Gretchen L. Dietz, Jennifer Dyer, Shawana Fazal, Marília Mendes Ferreira, Amanda French, Clare Furneaux, Cally Guerin, Pejman Habibie, Devon R. Kehler, Muhammad Ilyas Khan, Kyung Min Kim, Sally S. Knowles, Stephen Kuntz, Tara Lockhart, Michelle A. Maher, Muhammad Iqbal Majoka, Cecilia Moloney, Zinia Pritchard, Janna Rosales, Brett H. Say, Natalia V. Smirnova, Natalie Stillman-Webb, Joan Turner, John Turner, Gina Wisker, and K. Hyoejin Yoon.

Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. The text explores the challenges students face when engaging in research writing, and offers insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies.

This book on doctoral writing offers a refreshingly new approach to help Ph.D. students and their supervisors overcome the host of writing challenges that can make—or break—the dissertation process. The book’s unique contribution to the field of doctoral writing is its style of reflection on ongoing, lived practice; this is more readable than a simple how-to book, making it a welcome resource to support doctoral writing. The experiences and practices of research writing are explored through bite-sized vignettes, stories, and actionable ‘teachable’ accounts.Doctoral Writing: Practices, Processes and Pleasures has its origins in a highly successful academic blog with an international following. Inspired by the popularity of the blog (which had more than 14,800 followers as of October 2019) and a desire to make our six years’ worth of posts more accessible, this book has been authored, reworked, and curated by the three editors of the blog and reconceived as a conveniently structured book.

Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft. The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers. Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts. Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi

This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations. The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book’s main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.

The path for doctoral students is laden with obstacles and challenges that can cause students to stumble if they are not prepared for what their future holds. In order to avoid the uncertainty, anxiety, and stress that can consume doctoral students, a comprehensive guide is needed that provides the best practices and strategies to support them in their professional journeys. The Research Anthology on Doctoral Student Professional Development considers the difficulties associated with being a doctoral student such as mental health issues and provides different avenues for success such as mentorship and group study. The text seeks to provide a thorough investigation into what it means to be a doctoral student in order to best prepare potential and current students for what to expect. Moreover, it discusses best practices for developing dissertations. Covering a range of topics such as anxiety, research methods, and dissertations, this major reference work is ideal for researchers, academicians, scholars, practitioners, instructors, and students.

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