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.

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.

Castree, N., Kitchin, R., & Rodgers, A. (2013). Wayfinding. In A Dictionary of Human Geography. Oxford University Press. Retrieved from

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.

Chia, R. (2017). A process-philosophical understanding of organizational learning as “wayfinding.” The Learning Organization, 24(2), 107–118.

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.

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.

Hay, A., & Samra-Fredericks, D. (2016). Desperately seeking fixedness: Practitioners accounts of ’becoming doctoral researchers. Management Learning, (2015), 1–17.

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.

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.

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.

Kato, Y., & Takeuchi, Y. (2003). Individual differences in wayfinding strategies. Journal of Environmental Psychology, 23(2), 171–188.

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.

Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Educationa and Teaching International, 46(3), 293–304.

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.

Kövecses, Z. (2002). Metaphor: A Practical Introduction. New York, NY: Oxford University Press.

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.

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.

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.

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.

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.

Wisker, G., & Savin-Baden, M. (2009). Priceless Conceptual Thresholds: Beyond the “Stuck Place” in Writing. London Review of Education, 7(3), 235–247.

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