When readers — even academic readers — do not understand an article, they are unlikely to read it, much less absorb it, share it and be influenced by its ideas.
Co-authorship is now for many social science disciplines the default mode of academic authorship. Reflecting on this, Helen Kara provides insights and advice for authors looking to co-write and co-publish in an ethical way.
In this Q&A conducted by the LSE Impact blog, social psychologist Sonia Livingstone outlines the ways that the pandemic has transformed the process of promoting a book. She discusses the heightened importance of social media and the opportunities that digital technologies have afforded for reaching new audiences and adapting conventional formats.
We present this article, adapted from a chapter of ‘Good Essay Writing: A Social Sciences Guide,’ as a resource for Academic Writing Month.
From scholarly article to practical guides, from textbooks to media, from weighty tomes to tweets, researchers and academic writers have many options […]
COVID-19 has led to new ways of working which have transformed research practices. This has created opportunities for research cultures to be more inclusive and accessible- especially to those for whom the university is a barrier. However, post-pandemic, research cultures also need to change. In this post, Stuart Read, Anne Parfitt and Tanvir Bush outline three provocations that researchers can ask as part of an inclusive research practice.
Since it started in 2011, Academic Writing Month has seen a growth of workshops and initiatives aimed at helping researchers to prioritise […]
William Poole takes an alternative approach to the usual ‘how-to’ blog format for academic writing. An avid reader of conclusions, with an aversion to writing them, the author presents an altogether inconclusive reflection on the form and function of the conclusion.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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