Interpreting Lived Experience through Writing Online in a Graduate Seminar

Authors

  • Mary Clare Courtland Lakehead University
  • John Novak Brock University
  • Gail LaFleur Brock University
  • Ken McClelland Brock University
  • Steve R. Sider University of Western Ontario
  • Joan Shaw University of Western Ontario

DOI:

https://doi.org/10.20360/G24K5G

Abstract

Participants in an online doctoral seminar participated in the use of a writing strategy to explore the sociocultural contexts of their lived experience. Creating literary texts in three forms was an effective strategy in mediating participants' understanding. Each form provided a new lens through which to interpret experience. Participants functioned as an interpretive community. The final papers, autobiographical narratives, illuminated the complex relations among prediscursive experience, reflection on experience, distancing, and the iterative transformational quality of time. The online format embodied a virtual interpretive location which allowed participants to revisit texts and postings over time.

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Published

1944-12-31

How to Cite

Courtland, M. . C., Novak, J. ., LaFleur, G. ., McClelland, K. ., Sider, S. . R. ., & Shaw, J. (1944). Interpreting Lived Experience through Writing Online in a Graduate Seminar. Language and Literacy, 7(1). https://doi.org/10.20360/G24K5G

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Article