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...social media and emerging technologies for professional learning? Do we know ‘what counts’ as professional learning? Do we acknowledge the informal, the accidental, the in-practice critical moments that shape how we think and act? How do practitioners know about professional learning opportunities, and how can we facilitate them to lead their own professional learning...

...interact with each other. Try it yourself: Clarity or Indirectness? Below are six real-life examples of feedback drawn from collaborative documents in a large UK-based workplace. All the writers are of similar seniority, working in the same team. For each one, decide whether it prioritises clarity (direct, specific, action-focused) or indirectness (tentative,...

...interaction. Likewise in writing, whilst writing ‘for pleasure’ may not be an accurate description for many, children and adults can find the experience of expressing one’s views, exploring one’s identity, and deploying one’s craft knowledge and skills to achieve authorial intentions very satisfying. Much depends on issues of ownership and control. Are children...