Karen Gravett
Biography
I am Lecturer in the Department of Higher Education where my research interests include understanding student and staff learner identities, the role of academic and assessment literacies, and educational transitions. I am particularly interested in how theoretically informed approaches can help us to explore these themes.
I joined the Department of Higher Education as Lecturer in 2018. Prior to this I have worked in Teaching Fellow, Learning Developer and Librarian roles at the University of Surrey and Royal Holloway University of London.
Areas of specialism
Academic and information literacies; student transitions and learner identities;
student-staff partnerships
University roles and responsibilities
- Module Leader, Graduate Certificate in Learning and Teaching
My qualifications
Affiliations and memberships
Awarded 2019
Awarded 2008
Research
Research interests
My research interests include: student and staff learner identities, educational transitions, academic literacies, feedback literacy, and student-staff partnerships.
Research projects
A collaboration with Queen Mary’s University of London.
Funded by: Association for Learning Development in Higher Education (ALDinHE)
This project explores how we might begin to conceptualise how students unlearn as they transition into and through higher education.
My teaching
I am Module Leader for the second module on the Graduate Certificate in Learning and Teaching. I also teach on the MA in Higher Education, as well as facilitating a range of bespoke Continuing Professional Development Workshops.
My publications
Publications
Gravett, K. (2019). 'Making learning happen: Students’ development of academic and information literacies' in Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership, 297-313. Lygo-Baker, S., Kinchin, I. and Winstone, N. E. (eds.) London: Palgrave Macmillan.
Gravett, K., Medland, E. and Winstone, N.E. (2019).'Engaging Students as Co-designers in Educational Innovation' in Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership, 175-190. Lygo-Baker, S., Kinchin, I. and Winstone, N. (eds.) London: Palgrave Macmillan.
Gravett, K., Kinchin, I. M. and Winstone, N. E. (2019). ‘"More than customers": Conceptions of students as partners held by students, staff, and institutional leaders'. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1623769
Gravett, K. and Winstone, N. E. (2019) '"Feedback interpreters": the role of learning development professionals in facilitating university students’ engagement with feedback'. Teaching in Higher Education 24 (6): 723-738 https://doi.org/10.1080/13562517.2018.1498076.
Gravett, K. and Kinchin, I. M. (2018). 'Referencing and empowerment: exploring barriers to agency in the higher education student experience'.Teaching in Higher Education. https://doi.org/10.1080/13562517.2018.1541883
Gravett, K. (2011). ‘Providing guidance, training and support for readers using e-books’ in Price, K. and Havergal, V. (eds.) E-books in libraries: a practical guide. London: Facet.
Gravett, K. and Gill, C. (2010) ‘Using online video to promote database searching skills: the creation of a virtual tutorial for Health and Social Care students’. Journal of Information Literacy 4(1), 66-71.
Recent conference presentations:
Gravett, K. (2019). Researching transitions into and through higher education: exploring students’ learning, unlearning and becoming. Paper presented at the European Conference on Educational Research, 3rd - 6th September, University of Hamburg, Hamburg, Germany.
Gravett, K. (2019). Learning from rejection: Academics’ experiences of peer reviewer feedback and the development of feedback literacy. Paper presented at the Assessment in Higher Education Conference, 26th - 27th June, Manchester, UK.
Gravett, K., Kinchin, I. M. and Winstone, N. E. (2019) 'More than customers': Conceptions of students as partners within a neoliberal landscape. Paper presented at the Students in Changing Higher education Landscapes Conference, 14th June, University of Surrey, UK.
Gravett, K. (2019) Learning from rejection: Academics’ experiences of peer reviewer feedback and the development of scholarly writing literacies. Paper presented at the Ethnographies of academic writing: research and pedagogy conference, 16th - 17th May, University of Zaragoza, Zaragoza, Spain.
Gravett, K and Winstone, N. E. (2019) Exploring students’ unlearning development, during transitions into and through higher education. Paper presented at the ALDinHE Conference, 16th - 17th April, University of Exeter, Exeter, UK.
Gravett, K and Kinchin, I. M. (2018) Referencing and inclusion: exploring barriers to agency in the higher education student experience. Paper presented at the SRHE Research Conference, 5th - 7th December, Celtic Manor, Newport, Wales, UK.
Gravett, K and Winstone, N. E. (2018) "Feedback interpreters”: the role of Learning Development professionals in facilitating university students’ engagement with feedback. Paper presented at the Assessment in Higher Education Annual Conference, 28th June, Manchester Conference Centre, Manchester, UK.
Gravett, K. and Kinchin, I. M. (2018) Referencing and empowerment: exploring barriers to agency in the higher education staff/student experience. Paper presented at the Advance HE Annual Conference, 3rd - 5th July, Conference Aston, Birmingham, UK.