Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/130775
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dc.contributor.authorMaurer, T.W.en
dc.contributor.authorWoolmer, C.en
dc.contributor.authorPowell, N.L.en
dc.contributor.authorSisson, C.en
dc.contributor.authorSnelling, C.en
dc.contributor.authorStalheim, O.R.en
dc.contributor.authorTurner, I.J.en
dc.date.issued2021en
dc.identifier.citationTeaching and Learning Inquiry, 2021; 9(1):333-348en
dc.identifier.issn2167-4779en
dc.identifier.issn2167-4787en
dc.identifier.urihttp://hdl.handle.net/2440/130775-
dc.description.abstractThis paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.en
dc.description.statementofresponsibilityTrent W. Maurer, Cherie Woolmer, Nichole L. Powell, Carol Sisson, Catherine Snelling, Odd Rune Stalheim, Ian J. Turneren
dc.language.isoenen
dc.publisherInternational Society for the Scholarship of Teaching and Learningen
dc.rightsCopyright for the content of articles published in Teaching & Learning Inquiry resides with the authors, and copyright for the publication layout resides with the journal. These copyright holders have agreed that this article should be available on open access under a Creative Commons Attribution License 4.0 International (https://creativecommons.org/licenses/by-nc/4.0/). The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials—as long as appropriate credit is given, a link to the license is provided, and any changes are indicated.en
dc.subjectsharing SoTL; knowledge mobilization; social media; studentsen
dc.titleSharing SoTL findings with students: An intentional knowledge mobilization strategyen
dc.typeJournal articleen
dc.identifier.doi10.20343/teachlearninqu.9.1.22en
pubs.publication-statusPublisheden
dc.identifier.orcidSnelling, C. [0000-0001-7453-0512]en
Appears in Collections:Dentistry publications

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