Here you will find discussion on why we are increasingly feeling the need to write about learning and teaching, but also why many scholars are trying to push the envelope on what actually constitutes “academic” writing about learning and teaching. This makes the book both an excellent summary on why a burgeoning scholarship relating to teaching and learning (SoTL) has emerged over the last thirty years, but it also contains many practical ideas for aspiring academics on how they might open up the possibilities for “going public” with their thoughts and findings…

For anyone struggling with the where, why and how of publication, this part of the book will be invaluable.

The Scholarship of Teaching and Learning (SoTL) occupies an uneasy space in the academic research landscape. Both defining its nature and purpose and arguing for its inclusion in the wider research agenda of a university have long been challenging tasks for those who want to contribute to discourse about teaching and learning in their own disciplines. In this context, a book about writing that embarks on a mission to encourage “scholarly conversations” in a range of writing genres is welcome. This is what Mick Healey, Kelly E. Matthews and Alison Cook-Sather offer us in their new publication, Writing and Learning about Teaching in Higher Education. Making the book open access not only embodies the authors’ own values, but broadens its scope beyond its virtual pages to a wealth of other material via a click of the many links embedded in the text.