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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Learning Technology on [date of publication], available online: http://www.tandfonline.com/[Article DOI].

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The Role of Networked Learning in Academics' Writing Practices

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Article number1958
<mark>Journal publication date</mark>14/11/2017
<mark>Journal</mark>Research in Learning Technology
Number of pages13
Publication StatusPublished
<mark>Original language</mark>English


This paper explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research
project that has involved working closely with academics across different disciplines and institutions to explore their writing practices, understanding academic literacies as situated social practices. The paper outlines the characteristics of academics' on-going professional learning,
demonstrating the importance of collaborations on specific projects in generating learning in relation to using digital platforms and for sharing and collaborating on scholarly writing. A very wide range of digital platforms have been identified by these academics, enabling new kinds
of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of 'always-on'-ness, and the different values systems around publishing in different