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Prof. Lin Norton, Research Director of Write Now CETL

Liverpool Hope University
Tel: 0151 291 3642
E-mail: nortonl@hope.ac.uk

Prof. Lin Norton, Research DirectorMy role is to help establish a high quality research programme across Write Now’s  collaborating institutions, and to ensure the greatest possible dissemination and impact  throughout the sector, nationally and internationally.

My work with Write Now involves driving forward the research programme by working closely with the CETL team to identify  research opportunities within and outside of the CETL.  I will be chairing research and evaluation group meetings, and the panel considering bids for funding and PhD applications.  An over-arching responsibility is to co-ordinate the research projects to ensure maximum reach and impact.

My own research is mainly in the area of pedagogical action research in higher education, student assessment, enhancing student metalearning (learning how to learn) and university teachers’ perceptions and beliefs about teaching and assessment. I am particularly keen in promoting action research as a model of research that serves a dual aim of adding to theoretical knowledge as well as encouraging more reflective practice and engagement with the scholarship of teaching and learning.

Publications

Books

  • Norton, L. (in preparation) Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Abingdon: RoutledgeFalmer
  • Campbell, A. & Norton, L. (eds) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd ISBN 978 1 84445 116 6

Journals (refereed)

  • Elander, J., Harrington, K., Norton, L., Robinson, H. & Reddy, P. (2006)  Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education Vol. 31, No. 1, February 2006, pp. 71–90
  • Norton, L., Owens, T. & Clark, L. (2004)  Encouraging metalearning in first year undergraduates through reflective discussion and writing.  Innovations in Education and Teaching International, 41, 4, 423-441
  • Norton, L.S. (2004)  Using assessment criteria as learning criteria. A case study using Psychology Applied Learning Scenarios (PALS).  Assessment & Evaluation in Higher Education. Vol 29(6) 687-702.
  • Norton, B., Norton, L.S., Griffiths, T., Owen, T., Perrin, S., & Walters, D. (2003)
    Increasing students’ library confidence.  Academic Exchange Quarterly  7, (3), 157-161.
  • Norton, L., Clifford, R., Hopkins, L., Toner, I.,. &  Norton. J.C.W. (2002) Helping psychology students write better essays.  Psychology Learning and Teaching, 2, 2, 116-126
  • Norton, L.S. (2002) Editorial Psychology Teaching review, Special issue on action research in psychology 10, 1, 1-4
  • Hartley, J. & Norton, LS  (2002) Some preliminaries to action research with mature students.  Psychology Teaching review, 10, 1, 52-60
  • Norton, L S (2001)  Researching Your Teaching:  The Case for Action Research Psychology Learning and Teaching, 1,1, 21-27.
  • Norton, L. S & Norton, J.C.W. (2001)  Essay feedback: How can it help students improve their academic writing? ERIC abstract No:ED454530.
  • Norton, L.S., Tilley, A.J.,  Newstead, S.E. & Franklyn-Stokes, A.. (2001)  The pressures of assessment in undergraduate courses and their effect on student behaviours.  Assessment & evaluation in Higher Education, 26,3, 269-284.
  • Longhurst, N. & Norton, L.S. (1997) Self-assessment in coursework essays. Studies in Educational Evaluation, 23, 4, 319 - 330.
  • Norton, L.S., Dickins, T.E. and McLaughlin Cook, A.N. (1996a) 'Rules of the Game in essay writing.' Psychology Teaching Review, 5, 1, 1 -14.
  • Norton, L.S., Dickins, T.E. and McLaughlin Cook, N. (1996b) Coursework assessment: What are tutors really looking for?  In G. Gibbs. (Ed) (1996)  Improving Student Learning.  Using research to improve student learning.  Oxford: The Oxford Centre for Staff development.
  • Norton, L.S. (1990)  Essay writing: What really counts?  Higher Education, 20, 4, 411-442.
  • Norton, L.S. & Hartley, J. (1986) What factors contribute to good examination marks?  The role of note-taking in subsequent examination performance.  Higher Education, 15, 355-371.

Book chapters (in preparation):

  • Norton, L. (in press) Assessing student learning, in, H. Fry., S.Ketteridge. & S. Marshall (eds) A handbook for teaching and learning in higher education: enhancing academic practice. 3rd ed. Abingdon: RoutledgeFalmer

Book chapters:

  • Norton, L (2008) Pedagogical research in higher education.  Ethical issues facing the practitioner-researcher, chapter 12, pp 162-171, in A. Campbell & S. Groundwater- Smith (2008) An ethical approach to practitioner research.  Dealing with issues and dilemmas in action research. Abingdon: Routledge
  • Campbell ,A & Norton, L. (2007) Introduction. pp 1-8. In A. Campbell. & L. Norton, (eds) (2007) Learning, teaching and assessing in higher education: developing reflective practice Exeter: Learning Matters Ltd  ISBN 978 1 84445 116 6.
  • Norton, L. (2007) Using assessment to promote quality learning  in higher education, pp 92-101.in A. Campbell. & L. Norton, (eds) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd ISBN 978 1 84445 116 6,
  • Norton, L. & Campbell, A. (2007) The development of reflective practice in higher education: a theoretical perspective, pp 140-148, in A. Campbell. & L. Norton, (eds) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd ISBN 978 1 84445 116 6.
  • Harrington, K., Elander, J., Norton, L., Reddy, P. & Pitt, E. (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria. . In C. Rust (ed.), Improving Student Learning . Improving student learning through assessment. 13.Oxford, Oxford Centre for Staff and Learning Development. Part III, 18, 235-247.
  • Harrington, K., Elander,J.,  Lusher,J., Norton, L.,  Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) Using core assessment criteria to improve essay writing.Ch 9, pp110-119  In    C. Bryan & Clegg, K. (eds) (2006) Innovative Assessment in Higher Education. London: Routledge ISBN 0415356423
  • Norton, L., Harrington, K.,  Elander, J., Sinfield, S., Lusher, J.,   Reddy, P., Aiyegbayo, O & Pitt, E. (2005) Supporting students to improve their essay writing through assessment criteria focused workshops .  In C. Rust (ed.), Improving Student Learning 12. Oxford, Oxford Centre for Staff and Learning Development.
  • Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. & Stevens, D. (2004). Core assessment criteria for student writing and their implications for supporting student learning. In C. Rust (ed.), Improving Student Learning 11. Theory, Research and Scholarship (pp. 200-212).  Oxford, Oxford Centre for Staff and Learning Development.
  • Norton, L.S.  &  Norton, B. (2000)  Information skills: Do we help our students enough?
    In C. Rust (Ed)  Improving Student learning.  Improving Student Learning through the disciplines. Oxford: The Oxford Centre for Staff and Learning Development. Part III, Chapter 27, pp.283-293.
  • Norton, L., Brunas-Wagstaff, J. & Lockley, S. (1999) Learning outcomes in the traditional coursework essay: Do students and tutors agree? In C. Rust (Ed)  Improving Student Learning.  Improving Student Learning Outcomes.  Oxford: The Oxford Centre for Staff and Learning Development  Part IV. Ch 21. pp240-248
  • Brunas-Wagstaff, J. & Norton, L. (1998) Perceptions of justice in assessment: a neglected factor in improving students as learners. In C. Rust (Ed)  Improving Student Learning.  Improving Students as Learners.  Oxford: The Oxford Centre for Staff and Learning Development.

On-line journal publications:

  • Steward, S., Norton, L.S., Evans, I. & Norton, B. (2003) Lecturers!! What are you trying to assess? Learning & Skills Research Journal, (special on-line edition: Regional Summer Conferences, 2003.)

Conference papers (refereed):

  • Norton, L., Harrington, K., Norton, B., & Shannon, L. (2006) Challenging traditional forms of assessment: university teachers’ views on examinations.  Paper presented at the 3rd Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Washington DC, USA,  9-12 November 2006.
  • Norton, L., Pitt, E., Aiyegbayo, O., Harrington, K., Elander, J., Sinfield, S., Lusher, J. & Reddy, P. (2004)  Supporting diversity and inclusivity through writing workshops.  Improving Student Learning Symposium, Birmingham, 6- 8 September, 2004
  • Norton, L.S., Ward-Robinson, H., Reddy, P., Elander, J. and Harrington, K. (2004) Exploring psychology lecturers’ view on assessment criteria.  Psychology Learning and Teaching Conference (PLAT 2004), University of Strathclyde, 5-7 April 2004
  • Norton, L.S., Norton, J.C.W. & Thomas, S. (2004) Encouraging psychology students to use more journal papers. Psychology Learning and Teaching Conference (PLAT 2004), University of Strathclyde, 5-7 April 2004
  • Elander, J., Harrington, J., Reddy, P., Norton, L. & Robinson, H. (2004)  Delivering excellent student assessment using core criteria.  Using core criteria to guide judgements about the quality of students’ work. HEA annual conference, University of Hertfordshire, 29 June- 1 July, 2004.
  • Norton, B (J.C.W.), Norton, L, Thomas, S., Griffiths, T., Walters, D., Perrin, S. & Owens, T. (2003) Building confidence in using information resources: a core academic skill. Paper given at European Association for Research in Learning and Instruction, 10th Biennial Conference, Padova, Italy - August 26 – 30, 2003
  • Norton, L. (2003) Academic development: compliant behaviours or conceptual change? Trigger paper for Cambridge Conference on Engaging with Academic Development, University of Cambridge,14-19 September
  • Steward, S., Norton, L.S., Evans, I. & Norton, J.C.W. (2003)  Lecturers! What are you assessing? Paper given at the Learning & Skills Research Network Annual Conference ‘Research for all’ GMB National College, Manchester, 6 June, 2003
  • Owens, T & Norton, L. S. (2002) American Students’ perceptions of fairness of different types of assessment.  ILTAC 3, Heriot- Watt University, Edinburgh, 26-28 June 2002
  • Norton, LS, Hopkins, L.,., Toner, I. Clifford, R  & Norton, J.C.W (2002) The essay feedback checklist: helping psychology students to write better essays and tutors to give better feedback Paper presented at the Psychology Learning and Teaching Conference (PLAT 2002), University of York, 18-20 March 2002
  • Norton, LS., Norton, J.C.W. (2001)  Do independent learning modules help students to use academic libraries? Paper presented at the second ILT Annual Conference (ILTAC)
    University Of York, 4-6 July 2001
  • Norton, L S. & Norton, J.C.W. (2001) The essay feedback checklist: How can it help students improve their academic writing? Paper and workshop given at the first international conference of the European Association for the Teaching of Academic Writing across Europe (EATAW), Groningen, The Netherlands, 18-20 June 2001. Accepted for ERIC abstract
  • Norton , L. and Brunas-Wagstaff, J. (2000)  Students’ perceptions of the fairness of assessment. Paper presented at the first annual conference of the Institute for Learning and teaching in higher education,  iltac 2000, York, 27-29 June 2000.
  • Norton, L.S.  &  Norton, B. (1999)  Information seeking skills: How well do we prepare our students?  A comparison of induction procedures for undergraduates in four different subjects. Paper given at the 7th International Improving Student Learning Symposium
    Improving Student Learning through the Disciplines. University of York, 6-8 September 1999
  • Norton, L. Brunas-Wagstaff, J & Lockley, S. (1998)  Learning outcomes in the traditional essay:  Do students and tutors agree?  Paper given at the 6th International Improving Student Learning Symposium  Improving Student Learning Outcomes University of Brighton 7-9 September 1998
  • Brunas-Wagstaff, J; Norton, L & Naylor A (1997) Perceptions of justice in assessment: a neglected factor in improving students as learners.  Paper given at the 5th Improving Student Learning Symposium, University of Strathclyde, Glasgow 8-10 September 1997
  • Norton, L.S. (1997) The effects of tutor feedback on student motivation in essay writing.  Seminar paper presented at the SEDA Spring Conference on Encouraging Student Motivation, University of Plymouth, 8-10 April, 1997.
  • Longhurst, N. & Norton, L. (1996) Why do so many students write surface essays?  A comparison of students’ and tutors’ assessment of a coursework essay.  Paper given at the Northumbria Assessment Conference, University of Newcastle at Northumbria, 4-6 September 1996.
  • Norton, L.S., Dickins, T.E. & McLaughlin Cook, N. (1995) ‘Coursework assessment: What are tutors really looking for?’  Paper given at the 3rd International Student Learning Symposium, Exeter University, 11-13 September 1995.
  • Norton, L.S. & Dickins, T.E. (1994) ‘Do Approaches to Learning courses improve students' learning strategies?’  Paper given at the 2nd International Improving Student learning Symposium, Oxford Brookes University, 7-9 September 1994.

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