References // Reading List
Things that I have read and or make reference to. If you are an APA stickler, please forgive me. I've copied and pasted from a Word document and my blog stripped some of the formatting. I plan to use this post as a procrastination tool later (can't write, must go fix formatting in that blog post!!). You know exactly what I mean, I'd bet.
Bondi, L. (2005). Troubling Space, Making Space, Doing Space. Group Analysis, 38(1), 137–149. https://doi.org/10.1177/0533316405049381
Burke, A., Kandler, A., & Good, D. (2012). Women Who Know Their Place: Sex-Based Differences in Spatial Abilities and Their Evolutionary Significance. Human Nature, 23(2), 133–148. https://doi.org/10.1007/s12110-012-9140-1
Castree, N., Kitchin, R., & Rodgers, A. (2013). Wayfinding. In A Dictionary of Human Geography. Oxford University Press. Retrieved from http://www.oxfordreference.com.proxy.library.carleton.ca/view/10.1093/acref/9780199599868.001.0001/acref-9780199599868-e-2032
Chen, C. H., Chang, W. C., & Chang, W. Te. (2009). Gender differences in relation to wayfinding strategies, navigational support design, and wayfinding task difficulty. Journal of Environmental Psychology, 29(2), 220–226. https://doi.org/10.1016/j.jenvp.2008.07.003
Chia, R. (2017). A process-philosophical understanding of organizational learning as “wayfinding.” The Learning Organization, 24(2), 107–118. https://doi.org/10.1108/TLO-11-2016-0083
Firth, R. (1936). We the Tikopia: A sociological study of kinship in primitive Polynesia. New York, NY: Routledge.
Fox, R. (2015). Paths of the mind. OCLC Systems & Services: International Digital Library Perspectives, 31(4), 154–157. https://doi.org/10.1108/OCLC-07-2015-0006
Freedman, A., & Medway, P. (1994). Introduction: New views of genre and their implications for education. In A. Freedman & P. Medway (Eds.), Learning and teaching genre (pp. 1–22). Portsmouth, NH: Boynton/Cook Publishers.
Freedman, A., & Pringle, I. (1980). Reinventing the rhetorical tradition. In A. Freedman & I. Pringle (Eds.), Reinventing the rhetorical tradition. Conway, Arkansas: L&S Books for the Canadian Council of Teachers of English.
Gibson, D. (2009). The wayfinding handbook: information design for public places. New York, NY: Princeton Architectural Press.
Golledge, R. (1992). Place recognition and wayfinding: Making sense of space. Geoforum, 23(2), 199–214. https://doi.org/10.1016/0016-7185(92)90017-X
Hay, A., & Samra-Fredericks, D. (2016). Desperately seeking fixedness: Practitioners accounts of ’becoming doctoral researchers. Management Learning, (2015), 1–17. https://doi.org/10.1177/1350507616641599
Hubbard, P., & Kitchin, R. (2011). Why key thinkers? In P. Hubbard & R. Kitchin (Eds.), Key thinkers on space and place (pp. 2–17). Thousand Oaks, California: SAGE.
Hughes, C., & Tight, M. (2013). The metaphors we study by: The doctorate as a journey and/or as work. Higher Education Research & Development, 32(5), 765–775. https://doi.org/10.1080/07294360.2013.777031
Humphrey, R., & Simpson, B. (2012). Writes of passage: writing up qualitative data as a threshold concept in doctoral research. Teaching in Higher Education, 17(6), 735–746. https://doi.org/10.1080/13562517.2012.678328
Hund, A. M., & Nazarczuk, S. N. (2009). The effects of sense of direction and training experience on wayfinding efficiency. Journal of Environmental Psychology, 29(1), 151–159. https://doi.org/10.1016/j.jenvp.2008.05.009
Kato, Y., & Takeuchi, Y. (2003). Individual differences in wayfinding strategies. Journal of Environmental Psychology, 23(2), 171–188. https://doi.org/10.1016/S0272-4944(03)00011-2
Keefer, J. M. (2015). Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International, 52(1), 17–28. https://doi.org/10.1080/14703297.2014.981839
Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Educationa and Teaching International, 46(3), 293–304. https://doi.org/10.1080/14703290903069001
Kiley, M. (2015). “I didn’t have a clue what they were talking about”: PhD candidates and theory. Innovations in Education and Teaching International, 52(1), 52–63. https://doi.org/10.1080/14703297.2014.981835
Kövecses, Z. (2002). Metaphor: A Practical Introduction. New York, NY: Oxford University Press. https://doi.org/10.1023/A:1023919116538
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, Ill: Univeristy of Chicago.
Lakoff, G., & Johnson, M. (2003). Afterword. In Metaphors we live by (pp. 243–276). Chicago, Ill: Univeristy of Chicago.
Leezenberg, M. (2009). From Cognitive Linguistics to Social Science: Thirty Years after Metaphors We Live By. Cognitive, 5(1–2), 140–152.
Maher, D., Seaton, L., McMullen, C., Fitzgerald, T., Otsuji, E., & Lee, A. (2008). “Becoming and being writers”: The experiences of doctoral students in writing groups. Studies in Continuing Education, 30(3), 263–275. https://doi.org/10.1080/01580370802439870
Medyckyj-Scott, D., & Blades, M. (1992). Human spatial cognition: Its relevance to the design and use of spatial information systems. Geoforum, 23(2), 215–226. https://doi.org/10.1016/0016-7185(92)90018-Y
Meyer, J., & Land, R. (Eds.). (2006). Overcoming Barriers to student understanding: Threshold concepts and troublesome knowledge. Abingdon, UK: Routledge.
Morville, P. (2005). Ambient findability (1st ed.). Sebastopol, CA: O’Reilly Media.
Reither, J. A. (1985). Writing and Knowing : Toward Redefining the Writing Process. National Council of Teachers of English, 47(6), 620–628.
Reynolds, N. (1998). Composition’s Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace, 50(1), 12–35.
Savin-Baden, M. (2008). Learning spaces: Creating opportunities for knowledge creation in academic life. New York, NY: Open University Press.
Spiers, H., & Maguire, E. (2008). The dynamic nature of cognition during wayﬁnding. Journal of Environmental Psychology, 28(3), 232–249. https://doi.org/10.1016/10.1016/j.jenvp.2008.02.006
Thomson, P., & Kamler, B. (2016). Detox your writing: Strategies for doctoral researchers. New York, NY: Routledge.
Trafford, V., & Leshem, S. (2009). Doctorateness as a threshold concept. Innovations in Education and Teaching International, 46(3), 305–316. https://doi.org/10.1080/14703290903069027
Wisker, G., & Robinson, G. (2009). Encouraging postgraduate students of literature and art to cross conceptual thresholds. Innovations in Education and Teaching International, 46(3), 317–330. https://doi.org/10.1080/14703290903069035
Wisker, G., & Savin-Baden, M. (2009). Priceless Conceptual Thresholds: Beyond the “Stuck Place” in Writing. London Review of Education, 7(3), 235–247. https://doi.org/10.1080/14748460903290207