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ERIC Number: EJ840765
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1011-3487
Mainstreaming Academic Literacy Teaching: Implications for How Academic Development Understands Its Work in Higher Education
Jacobs, C.
South African Journal of Higher Education, v21 n7 p870-881 2007
This article draws on research into the role of academic literacies within a range of disciplines and its implications for academic literacy teaching in Higher Education. The study explored ways of transforming current academic literacy teaching practices with a view to developing better synergy between the academic literacies that are taught and the disciplinary knowledge that students are accessing. The study examined how academic literacy practitioners and subject lecturers at a university of technology constructed their understandings of an integrated approach to the teaching of academic literacies. With a focus on the changing role of lecturers and academic literacy practitioners, the article briefly contextualises the study by sketching some of the background and outlining the methodology. The nature of disciplinary discourses is then theorised in relation to the findings from the study. Finally the article presents a theoretical model for the teaching of disciplinary discourses, and considers the implications of the theoretical model for academic development work generally, and for higher education broadly.
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa