Writing Groups: Staff-Student Co-Creation of a Transformative Learning Space

Abstract

This case study discusses a qualitative research project undertaken by a team of academic literacies lecturers to investigate the effects of belonging to a writing group on students' perceptions of their role in learning. The researchers aimed to explore how a shift in students’ approach to their studies might affect attitudes and support completion. Previous research into writing groups, in which small groups of researchers meet regularly to share ideas and write together, has largely been conducted at doctoral and post-doctoral level (Aitchison, 2009). Benefits to members occur through facilitated peer learning and talk rather than through traditional teaching. Our purpose was to discover whether similar benefits can take place at undergraduate and postgraduate level in a post-’92 university. The team was in the process of facilitating student-generated and co-created writing groups across the university. Seven participants in different groups answered an online questionnaire after one session and subsequently contributed voice recordings reflecting on the effects of belonging to the group. The results demonstrate that attending three or more writing groups at various levels of study may significantly improve students’ learning experience, enabling increased confidence and competence, agency and joy in learning. The paper argues that co-created student-led writing groups should be encouraged within and across the curriculum to help students overcome learning transitions, complete writing projects and have much more enjoyment and success.