Not 'Just' an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities

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  • Author(s): Paige France (ORCID Paige France (ORCID 0000-0002-3591-9127); Christopher Eaton (ORCID Christopher Eaton (ORCID 0009-0002-2091-6625)
  • Source:
    Current Issues in Education. 2023 24(2).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: [email protected]; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Writing Skills; Undergraduate Students; Periodicals; Writing for Publication; Universities; Student Attitudes; Foreign Countries; Discourse Communities; Academic Language; Student Research; Student Publications; Science Education; Research Papers (Students); Educational Opportunities
    • Subject Terms:
      Canada
    • Accession Number:
      10.14507/cie.vol24iss2.2188
    • ISSN:
      1099-839X
    • Abstract:
      This essay examines a case study that investigated how students learned and how they applied their writing skills as they pursued publication in an undergraduate scientific journal at a Canadian university. As we conducted a genre analysis of student drafts submitted to the journal and interviewed students who published in the journal's inaugural year, we noted the desire and eagerness that students had to publish at the undergraduate level. We also noticed certain barriers to students fully participating in research for their discourse communities, including challenges accessing publication opportunities and revising their work for new audiences and contexts. Undergraduate journals offer a tremendous space for them to hone a variety of skills in a supportive environment while also taking the first steps to fully participating in scholarly practice.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1406820