RAPPORT
WWW.RECORDINGACHIEVEMENT.AC.UK
Issue 2 (2015)
Editorial
From Janet Strivens
In this second edition of RAPPORT, Dr Alison James, head of teaching and learning at London
College of Fashion - a constituent college of the University of the Arts London – explores how
fostering creativity can also support engagement in reflection. Grounding her argument firmly on
the acknowledgement of disciplinary differences and ‘ways of knowing’ she offers a range of
examples from the creative arts and beyond which celebrate both playfulness and the value of
‘doing’ and ‘making’ processes to conceptual growth and the development of self-knowledge.
Neil Raven has spent more than a decade working in the field of raising the educational aspirations
of young people from disadvantaged backgrounds. In his article he considers the often unremarked
benefits of outreach and widening participation activities beyond those young people who are the
direct targets and addresses the difficult question of how to gather convincing evidence of these
wider effects.
Our other contributors report on small-scale but intriguing studies they have carried out. Dee Vyas
evaluates the usefulness of the Evernote tool in helping students, particularly those with specific
learning disabilities, organise, annotate and share their work. Ronald Lievens and Wendy
Wesseling compare the perceptions of students and employers on what really counts when
eportfolio tools are used in job applications.
RAPPORT encourages both discussion papers and research findings, focussed across a range of
contexts and sectors, from both established and first-time authors. It is pleasing to see that range
represented here.
4