Different ways of descending into the crypt: methodologies and methods for researching creative writing

ABSTRACT

This article argues that we need to ‘descend into the crypt’ of creative writing, and use rigorous, academic research methods and methodologies to examine it. The communities that writing arises from, processes of writing, the unique psychologies of writers, the ways in which writing is used in different settings and eras all need to be researched using well-established modes of research. The article argues that while quantitative research – the use of numbers and statistics – can offer insights into creative writing, it is qualitative research which affords the richest and most meaningful avenues. It shows that auto-ethnography with its focus upon the lived experiences of authors can provide illuminating insights. But it also demonstrates that Action Research, where writers use this research method to actively improve their writing and/or teaching of it, has many affordances. Multi-modal research with its perceptions into all the different modes – pictures, moving images, embodied learning – of writing provides the researcher with cutting edge research tools. Many writer-researchers also find using psycho-analytical frameworks can nurture therapeutic insights into writers’ processes. This article is aimed at all creative writers who wish to explore writing processes further using established research.

KEYWORDS:

• Creative writing
• education
• research
• methodologies
• methods

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Francis Gilbert

Francis Gilbert was a teacher for 25 years in various UK state schools. He is the author of many books, including I’m A Teacher, Get Me Out Of Here (2004), Analysis and Study Guide: Dr Jekyll and Mr Hyde (2015), The Mindful English Teacher (2018) and Snow on the Danube (2019). He is now a senior lecturer in education at Goldsmiths, University of London, where he is the course leader for PGCE English and the head of the MA in Creative Writing and Education. He is a member of the Higher Education Committee of the National Association of Writers in Education (NAWE) and a Senior Fellow of the Higher Education Academy. http://www.francisgilbert.co.uk/; https://www.gold.ac.uk/educational-studies/staff/gilbert/; Twitter: @wonderfrancis

Vicky Macleroy

Vicky Macleroy is a Reader in Education and Head of the Research Centre for Language, Culture and Learning at Goldsmiths, University of London and co-ordinates the MA Children’s Literature: Creative Writing Pathway programme. Vicky’s research focuses on language development; creative writing practices; poetry; multiliteracies; and transformative pedagogy. Vicky has led research projects in the field of multilingualism and literacy. Vicky was principal investigator with Jim Anderson of a global literacy project funded by the Paul Hamlyn Foundation, ‘Critical Connections Multilingual Digital Storytelling’ (2012–2017), that uses digital storytelling to support engagement with language learning and digital literacy. Vicky continues to lead multilingual digital storytelling projects funded by the Language Acts and Worldmaking AHRC project and a public engagement grant from Goldsmiths (2018–2021).