Publication is one of the key means by which we communicate with our
colleagues. The flow of publications creates both a corpus of knowledge and
defines a discourse within which we can explore the nature of the
scholarship of teaching and learning in Computing.
So what is the structure and content of the discourse?
Upon what grounds do we value contributions?
Where is CER headed as a field of research?
This talk presents and discusses approaches to structuring and valuing
contributions to the CER literature and explores the implications of
publication trends in CER for the scholarship of teaching and learning in
computing. The recent trend towards qualitative research approaches and
some especially significant contributions to CER in the recent literature are
analysed and arguments are presented to support the view
that a stratification of research activities in CER is occuring which
has significant implications for the nature of future research in the field.