‘Postnatal anxiety risk factors, triggers, and trajectories: Opportunities to support women in the perinatal period’
The Open University has recently held a #BakeYourResearch competition. The idea seemed absurd when I first saw it. I simply could not imagine what this would mean. But the entries have been stunning. Ok, the last time I made fairy cakes, I took some down to my neighbour. Their 4 year old daughter took one bite and started to cry. I’m not a mistress baker. But the edible EdD appeals to me. Actually, I think the cake itself is incidental. These are sculptures made out of icing sugar and marzipan. They invite the research to think of and create an image that typifies their research. It’s such a long way away from how we are used to representing academic knowledge. But the success of some of these entries makes it clear.
“It’s been fantastic to see how my #BakeYourResearch has got people talking about the (often taboo) topic of #perinatal mental health. It’s so important to explore innovative methods of dissemination.” (Jones 2020)
https://twitter.com/Katie_Jones2/status/1331581292098555904?s=20
‘Text has been troubled: many modes matter in representing academic knowledge.‘ (Bayne et al, 2020)
Text can be understood in two ways.
First, it refers to the printed word, the dominant means of representing academic knowledge since the fifteenth-century invention of the Gutenberg press (Ong 1960). In this sense, it can equally refer to the meticulously typeset words of a monograph, the rapidly assembled smartphone message, or a paragraph copied from one screen-mediated document and then pasted into another.
From a multimodal perspective, however, text has tended to be used in a broader way to denote a representational genre: written or printed text but also painting, photograph, poetry recital, music performance, and so on.
Bayne, Sian et al (2020) The Manifesto for Teaching Online (p. 49). MIT Press. Kindle Edition.
woman-in-flight 