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ERIC Number: EJ987072
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0729-4360
Incorporating the Notion of Recontextualisation in Academic Literacies Research: The Case of a South African Vocational Web Design and Development Course
Coleman, Lynn
Higher Education Research and Development, v31 n3 p325-338 2012
This article describes a small scale ethnographically oriented research study seeking to contribute to understanding student academic literacy practices in a South African vocational, web design and development course. In this course digital multimodal assessments are the main means whereby students demonstrate their learning. The findings of the study provide insights into the contextualised ways in which student academic literacy practices are shaped by academic and professional contexts where digital and multimodal practices are privileged. The academic literacies perspective used in this study, while useful for exploring the nature of student academic literacy practices, has not paid enough attention to theorising how literacy practices are shaped by broader contextual influences. To address this limitation the paper speculates about how the Bernsteinian concept of knowledge recontextualisation might be used alongside an academic literacies frame. The inclusion of an empirical focus on recontextualisation can provide an opportunity to explore how knowledge construction and transformation processes in the academic and professional domains result in the privileging of particular academic literacy practices. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa