Tutors' Voice: Future Directions?

Little did I guess when I started tutoring at the University of Waikato in 2012 and later when I was given the role of Tutor Support person at TDU last July, that there was no institutionally required formal training for those who choose to work as tutors, sessional assistants, lab demonstrators or similar titles. I was coming from a strong teaching and research background as I previously held the position of senior lecturer at several international and public universities overseas, which meant I had the skills, knowledge and experience required to tutor when I was given a tutoring role. Later, in the course of speaking to tutors and listening to their voices across several meetings and workshops in the past months as part of my teaching developer position at TDU, I came to realise that tutors vary immensely not only in their perceptions of a ‘tutor’s role’, but also in the level of teaching experience and communication skills they are required to have to take up the job. Their positions also differ in terms of the support provided for them by course conveners and departments across the University. In the past months, I have also explored the tutor-convener relationship and working protocol in terms of support and advice tutors would need and are actually offered, and was not surprised to arrive at a similar degree of variation in what is happening across programmes and faculties at the University of Waikato. What follows is based on my observation in the last few years and also conversations with various individuals across the University in the past months

Diasporic films and the migrant experience in New Zealand: A case study in social imagination

Drawing upon interviews and focus groups with Asian migrants, this article interrogates responses to ‘diasporic’ films that seek to represent multicultural experiences in contemporary New Zealand. We argue that these responses provide an effective demonstration of the operation of the ‘social imagination’, a discursive process that articulates the fundamental linkage between symbolic representation, community formation and social action. As our respondents narrated the personal meanings that they construct around ethnically specific media, they were compelled to describe known and hypothetical others, to elucidate symbolic and moral codes, and to reveal social empathies and anxieties. In this study, we found that discussions around migrant stories revealed a series of deeply personalised notions of self and place that were always situated in juxtaposition with externalised projections of community formation and the ‘mainstream’ culture. This dynamic reflects what can be conceptualised as the central preoccupations of a ‘diasporic social imagination’. These responses, therefore, constitute a case study of social imagination at work in a multicultural context, underlining the utility of narrative media in providing a public forum for discussing cultural diversity

Use of interactive video for teaching and learning

This paper focuses on the findings of Phases I and II of an institution-wide project on the effective use of interactive video for teaching and learning in a university in New Zealand. Responding to the emerging growth of video in teaching and learning practice and scholarship, and also to the university’s strategic focus on providing blended, flexible learning opportunities, this project explores the ways in which lecturers currently use videos in teaching, their challenges, and their attitudes towards making video as well as students’ perceptions of learning through video. This paper discusses what we conceptualise as effective learning moments and conditions and how these can be created and maximised through the effective production and manipulation of relevant, purposeful interactive videos. The overall project combines both research and impact and develops opportunities for lecturers to enhance their competencies in creating interactive videos

Phenomenological studies of imagination in poetry: an introduction

The broad and dominant discipline of phenomenology has produced many studies of imagination. Phenomenological studies examine imagination as a dimension of language and explore the creative role of imagination in the creation of new meanings in language.This exploration has many implications in poetry where language is used creatively and new meanings emerge from the creative and unexpected use of language by the poet. This paper aims to describe a phenomenological account of imagination in poetry by introducing the concepts that appear most relevant to imagination in poetry within the domain of phenomenological studies. In order to do this, the study focuses on the main tenets of phenomenological studies relevant to imagination in poetry, namely the concepts of ‘metaphor’ and ‘intentionality’. The discussion highlights the level of creativity of imagination in poetry in comparison with the reduction of imagining to perceiving in language. Likewise, the poetic image in poetry is also introduced as an image which is not a resume of the old meanings of perception. Phenomenology of imagination in poetic creation takes us beyond the pervious analyses of the characteristics of imagination as a creative faculty and helps to establish a link between creativity, meaning and imagination

Beyond the Screen: Emerging Cinema and Engaging Audiences. [Book Review]

This article reviews the book “Beyond the Screen: Emerging Cinema and Engaging Audiences”, by Sarah Atkinson

Diasporic films and the migrant experience in New Zealand: a case study in social imagination

Drawing upon interviews and focus groups with Asian migrants, this article interrogates responses to ‘diasporic’ films that seek to represent multicultural experiences in contemporary New Zealand. We argue that these responses provide an effective demonstration of the operation of the ‘social imagination’, a discursive process that articulates the fundamental linkage between symbolic representation, community formation and social action. As our respondents narrated the personal meanings that they construct around ethnically specific media, they were compelled to describe known and hypothetical others, to elucidate symbolic and moral codes, and to reveal social empathies and anxieties. In this study, we found that discussions around migrant stories revealed a series of deeply personalised notions of self and place that were always situated in juxtaposition with externalised projections of community formation and the ‘mainstream’ culture. This dynamic reflects what can be conceptualised as the central preoccupations of a ‘diasporic social imagination’. These responses, therefore, constitute a case study of social imagination at work in a multicultural context, underlining the utility of narrative media in providing a public forum for discussing cultural diversity

Shopping in a narrow field: Cross-media news repertories in New Zealand

This article reports on the New Zealand case study within a larger project investigating cross-media news repertoires within (and across) national audiences. Six key news media repertoires emerged in this case study; heavy news consumers; hybrid browsers; digital browsers; ambivalent networkers; mainstream multiplatformers; and casual and connected). Despite a range of news media outlets available within New Zealand, particularly across digital platforms, participants consistently noted a relatively narrow social, cultural and political discursive field for news content in the country. Within this context, the news repertoires identified within this case study highlighted the high value placed by news consumers on national daily newspapers (print and online), and the continued salience of television and radio news broadcasting for some audience segments. But findings also offered a snapshot of the ways these are being supplemented or replaced, for some audience segments, by digital news outlets (even as these also generated dissatisfaction from many participants)