Academic literacies and the ?new orders?: implications for research and practice in student writing in higher education

2004 ◽  
Vol 1 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Brian Street
Keyword(s):  
Higher Education ◽  
Student Writing ◽  
Academic Literacies ◽  
Research And Practice

Student writing in higher education: An academic literacies approach

1998 ◽  
Vol 23 (2) ◽  
pp. 157-172 ◽  
Author(s):  
Mary R. Lea ◽  
Brian V. Street
Keyword(s):  
Higher Education ◽  
Student Writing ◽  
Academic Literacies

scholarly journals Academic literacies twenty years on: a community-sourced literature review

2019 ◽  
Author(s):  
John Hilsdon ◽  
Cathy Malone ◽  
Alicja Syska
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Student Writing ◽  
Academic Literacies ◽  
Diverse Range ◽  
Wide Range ◽  
Learning Development ◽  
Professional Fields

In 1998, the paper ‘Student writing in higher education: an academic literacies approach’ by Mary Lea and Brian Street reinvigorated debate concerning ‘what it means to be academically literate’ (1998, p.158). It proposed a new way of examining how students learn at university and introduced the term ‘academic literacies’. Subsequently, a body of literature has emerged reflecting the significant theoretical and practical impact Lea and Street’s paper has had on a range of academic and professional fields. This literature review covers articles selected by colleagues in our professional communities of the Association for Learning Development in Higher Education (ALDinHE), the association for lecturers in English for Academic Purposes (BALEAP), and the European Association of Teachers of Academic Writing (EATAW). As a community-sourced literature review, this text brings together reviews of wide range of texts and a diverse range of voices reflecting a multiplicity of perspectives and understandings of academic literacies. We have organised the material according to the themes: Modality, Identity, Focus on text, Implications for research, and Implications for practice. We conclude with observations relevant to these themes, which we hope will stimulate further debate, research and professional collaborations between our members and subscribers.

scholarly journals PRÁTICAS DE LETRAMENTOS DE PROFESSORES DE LÍNGUA PORTUGUESA EM FORMAÇÃO INICIAL: ENTRE A ESCOLA E A UNIVERSIDADE

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Gabriela Eckert Pereira ◽  
Francieli Matzenbacher Pinton
Keyword(s):  
Higher Education ◽  
New York ◽  
Staff Development ◽  
Comparative Education ◽  
Theory And Practice ◽  
Student Writing ◽  
Columbia University ◽  
Academic Literacies ◽  
Reading And Writing ◽  
Improving Student Learning

Assumindo a perspectiva dos estudos sobre letramento, o presente trabalho investiga de que forma professores de língua portuguesa ressignificam suas práticas de letramento no contexto acadêmico. Para tanto, partimos do conceito de eventos de letramentos, compreendido como episódios observáveis que surgem das práticas; e do conceito de práticas de letramento, entendido como os modos gerais de usar a escrita em eventos. O universo de análise compreende um grupo de professores de língua portuguesa em formação inicial, matriculados na disciplina de Produção textual, ofertada no segundo semestre de um curso de licenciatura de uma universidade federal do interior do estado do Rio Grande do Sul. Os dados foram gerados a partir de um questionário semiestruturado, respondido por 31 participantes, cujas questões evidenciaram o processo de ensino e aprendizagem de produção textual na escola e na universidade. Para análise dos dados, foram empregados os procedimentos: i) identificação dos recursos ricos em significação e elaboração de categorias semânticas de análise, ii) comparação entre as práticas letradas experienciadas na universidade e escola e iii) verificação da proximidade/distanciamentos entre as práticas descritas. Os resultados demonstram que os professores em formação compreendem o processo de letramento como individual, focalizando em aspectos estruturais e normativos. BARTON, D.; HAMILTON, M. Local Literacies. Reading and Writing in one Community. London/New York: Routledge, 1998. BARTON, D.; HAMILTON, M. Literacy practies. In: BARTON, D.; HAMILTON, M.; IVANIC, R. Situated literacies Reading and writing in context. Nova Iorque: Routledge, 2004, p. 7-15. BARTON, E. Linguistic Discourse Analysis: How the Language in Text Works. In: BAZERMAN, C.; PRIOR, P. (Ed.). What Writing Does and How It Does It: An introduction to Analyzing Texts and Textual Practices. New Jersey: Lawrence Erlbaum Associates, 2004. p. 57-82. BAZERMAN, C. Judith C. Hoffnagel; Ângela P. Dionísio (orgs). Gêneros, agência e escrita. São Paulo: Cortez, 2006. FIAD, R, S. A escrita na universidade. Revista da ABRALIN, v. eletrônico, n. especial, t. 2, p. 357-369, 2011. Disponível em: <https://revistas.ufpr.br/%20abralin/article/view file/32436/20585> Acesso em: 31 jan. 2020. KLEIMAN, Ângela. Modelos de letramento e as práticas de alfabetização na escola. In: ______. (org.). Os significados do letramento: uma nova perspectiva sobre a prática social da escrita. Campinas: Mercado de Letras, 1995. p. 15-61. LEA, Mary R. I thought I could write till I came here: Student writing in Higher Education. In: GIBBS, G (ed.) Improving student learning: theory and practice. Oxford: Oxford Centre for Staff Development, 1994. p. 216-226. ______; STREET, Brian V. Student writing in high education: an academic literacies approach. Studies in Higher Education, v. 23, n. 2, p. 157-172, 1998. Disponível em: <https://www.tandfonline.com/doi/abs/10.1080/03075079812331380364> Acesso em: 20 jan. 2020. LILLIS, Tereza. Student writing: access, regulation, desire. London: Routledge, 2001. STREET, Brian. Eventos de letramento e práticas de letramento: teoria e prática nos novos estudos do letramento. In: MAGALHÃES, I. (org.). Discursos e práticas de letramento. Campinas: Mercado de Letras, 2012. p. 69-92. ______. Literacy in Theory and Practice. New York: Cambridge University Press, 1984. ______. What’s new in New Literacy Studies: critical approaches to literacy in theory and practices. Current Issues in Comparative Education. Columbia University, v. 5, n.2, p. 77-91, 2003. TERRA, M. R. Letramento & letramentos: uma perspectiva sócio-cultural dos usos da escrita. DELTA [online], vol.29, n.1, 2013. Disponível em: <http://www.scielo.br/ scielo.php?script=sci_arttext&pid=S0102-44502013000100002> Acesso em: 07 fev. 2020.

scholarly journals Pedagogical applications of academic literacies theory: a reflection and case study

2019 ◽  
Author(s):  
John Wrigglesworth
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Meaning Making ◽  
Writing Pedagogy ◽  
Student Writing ◽  
Academic Literacies ◽  
Methods Of Evaluation ◽  
Learning Journey ◽  
Uk Higher Education

The development of the academic literacies approach has provided learning developers with a range of powerful tools to help all students to progress through higher education. Twenty years ago, Lea and Street’s (1998) report on student writing initiated a debate which encouraged the transformation of writing pedagogy in UK higher education. The goal of the transformation was, and remains, to develop an education system which is expanding, inclusive and accessible.This paper focuses on the use of the meaning-making resources that students bring to their learning journey and the ones they encounter throughout their study. It outlines the documentation that enacts the rules that govern university practice at task, module, course and institutional level. The paper draws on academic literacies tools to help to clear away misunderstandings about students’ use of language. It then outlines Lea and Street’s (1998) classification of institutional approaches to the pedagogical challenges of improving student writing.The case study describes an optional credit-bearing Introduction to Academic Language module on a UK degree course. By conducting a series of analytical tasks, the undergraduates who elected to take the module developed their use of aspects of academic writing including genre, argument and intertextuality. Students were assessed by analysing their own assessment scripts from other disciplinary modules. The academic writing module was evaluated in ways that could evidence recommendations for change at multiple levels. The methods of evaluation follow practices regarded as standard in many university quality processes but were used to transform provision along inclusive, academic literacies lines.

“I Knew It Was Gonna Be Hard, but I Always Knew I Had Support From My Parents”: The Role of Family on Undocumented Students’ College Aspirations and Persistence

2021 ◽  
pp. 152102512110188
Author(s):  
Cinthya Salazar
Keyword(s):  
Higher Education ◽  
Undocumented Students ◽  
The United States ◽  
Public University ◽  
College Aspirations ◽  
Higher Education Research ◽  
Research And Practice ◽  
Postsecondary Success ◽  
States Experience

Literature shows that undocumented students in the United States experience significant challenges to and through higher education. Only a few studies have uncovered the mechanisms that undocumented students use to persist in college; in particular, the role that family plays on their postsecondary success is understudied. In this qualitative study, I examine the role that family plays on undocumented students’ college aspirations and persistence. Findings from a sample of 16 undocumented students attending a four-year public university show that their families are the stimulus motivating them to pursue higher education, as well as the support system they can rely on to manage college barriers. However, the data also revealed that for a few participants, their families are a source of stress, resulting in additional challenges they must manage as they navigate higher education. I present these findings using participants’ vignettes and conclude with implications for higher education research and practice.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

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