
671The Function of Imagination in University Science
about them (and her experiences of learning). At every stage, Lisa’s learning work was imagina-
tive as she went about repatterning one researcher’s text as if she were standing in the shoes of
another researcher. Thus, for example, the dialogueonthepage.com website shows a reenactment
of how Lisa reads a paper: rst, to grasp the gist; second, to rewrite it as she imagines one or
more of her lecturers might have read it; and third, to gather new labels and identify the identities
(that arise as new insight). Lisa did this every time she read and she used the same process in her
lectures, t ...