ERIC Number: EJ747121
Record Type: Journal
Publication Date: 2006
The "Academic Literacies" Model: Theory and Applications
Lea, Mary R.; Street, Brian V.
Theory Into Practice, v45 n4 p368-377 2006
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K-12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies not directly associated with subjects and disciplines, but with broader institutional discourses and genres. From the student point of view, a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes.
Descriptors: Intellectual Disciplines, Elementary Secondary Education, Student Attitudes, Literacy, Educational Practices, Academic Discourse, Writing (Composition), Theory Practice Relationship, Context Effect, Literacy Education, Student Characteristics, Writing Research
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 12
Authoring Institution: N/A