Interviewing the author

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1435

Keywords:

learning, study skills, imaginative, role play

Abstract

A key task for students is to formulate questions that guide their research. However, in my experience, they struggle with this skill. Students can often articulate topics for research but find it harder to translate these into questions that guide their process. To facilitate this task, I encourage students to imagine they have an interview scheduled with the author of the book they are gathering data from. I ask them to prepare questions for a 30-minute interview. Then I encourage them to ‘interview the author’ by finding the answers in the book within a time limit. This way of framing the task has anecdotally proven successful in unlocking understanding for this part of the research process. Pretending to interview the author enables the student to think of this study skill in a different light that ‘provokes us to mental activity’ leading them to identify the ‘similar’ principles between the practice (Whitton, 2018). In this case, between preparing questions for a live interview and preparing questions for research.

Imaginative role play for learning was briefly explored as part of the presentation, using Whitton’s work, Fostering imagination in higher education (2018). Participants then discussed the following questions, offering the chance for deeper collaborative analysis:

  1. Do you use imaginative role play to introduce any study skills to your students?
  2. Can you see any barriers or potential for misleading guidance using role play in this way?
  3. What opportunities could we provide for students to engage in imaginative role-play to further their understanding of particular study skills?

Author Biography

Joanna Dowds, Consultant

Jo Dowds is a Study Skills Specialist and Tutor of Theology working within higher education. Jo supports university students with study skills online across the UK studying at all levels from undergraduate to PhD, in a vast range of subjects. Alongside supporting university lecturers unpacking the impact of neurodiversity on their learning and profession Jo holds a variety of other roles: teaching Theology at Spurgeon’s College and the Light College, working as a proofreader for PhD theses, and also working at a Further Education Arts Academy in Poole as a Learning Specialist supporting both students and teachers, facilitating an accessible environment of learning.

References

Whitton, J. (2018) Fostering imagination in higher education. 1st edn. London: Taylor and Francis. Available at: https://www.perlego.com/book/1381325/fostering-imagination-in-higher-education-disciplinary-and-professional-practices-pdf (Accessed: 29 February 2024).

World Economic Forum (2023) Future of jobs report, insight report, May. Available at: https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf (Accessed: 30 September 2024).

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Published

31-10-2024

How to Cite

Dowds, J. (2024) “Interviewing the author”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1435.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2024 Journal of Learning Development in Higher Education

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