Publishing in LD

The authors argue that Learning Developers’ expectations for writing may be internal or external. Time constraints often hinder writing. Understanding our relationship with writing, needs and inhibitions is thus crucial. This chapter provides a framework for understanding writing tendencies, enabling strategies to meet goals and write effectively in collaboration.

This chapter aims to demystify publishing, highlighting its accessibility and importance. It aims to explain the reasons for publishing, the audience for publication, and the publishing rules, aiming to inspire readers to overcome barriers and share their ideas with others. The goal is to make publishing accessible to everyone.

This chapter explores various research methodologies in Learning Development, emphasising the importance of participatory, emancipatory, and practitioner-led approaches. The chapter aims to demonstrate how research can shape and define Learning Development, inspiring readers to adopt these approaches in their own research.

In this paper, the authors discuss collaborative writing as a method of inquiry as they explore the contested terrain of academic writing, challenge the notion of ‘writing skills’, and model a more emergent form of exploratory writing.

This chapter is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The chapter summarises the community’s insights into the many faces of collective writing. It also includes an appendix that lists approximately 100 collectively written scholarly articles.