Abstract
The production of knowledge in educational environments typically falls into two categories: instructor-produced knowledge and publisher-produced knowledge. An increased reliance on publisher-produced knowledge, specifically in the form of pre-developed all-inclusive packets that can be directly uploaded to a course, as a substitute for instructor-produced knowledge means that much of our knowledge in the higher education space is controlled by for-profit entities. This reliance on pre-developed publisher content diminishes not only instructor-produced knowledge but also the potential for instructors to co-produce knowledge with their students. Kiaos (2025) noted that there is a problem of “fake authenticity” when employees orient themselves differently towards organizational positions and information thus “blurring the boundary between their presentational selves and their real thoughts and feelings” (p.55). Publisher materials similarly blur who the instructor is, whether they merely present themselves as a channel for the publisher or their personal identity as a scholar developing knowledge in the discipline. In our study, we discuss the findings of faculty and student focus groups on pre-developed publisher materials, specifically: why faculty use pre-developed publisher content; how faculty can be supported to produce their own knowledge; and the student learning experience with the pre-developed publisher materials. Additionally, we discuss how the use of pre-developed publisher materials affects faculty and student experiences with producing new knowledge for consumption within and beyond the academic space. Lastly, we illustrate existing institutional and government limitations on using pre-developed publisher materials, which support and encourage the production of knowledge in an educational setting.
Presenters
Ruth BenanderProfessor, English and Communication, University of Cincinnati, Ohio, United States Megan Wuebker
Computer & Information Analyst, Digital Technology Solutions, University of Cincinnati, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Organizational Culture, Normative Control, Knowledge Creation, Institutional Identity, Student Learning
