scholarly journals AUTOETHNOGRAPHY AND THE STUDY OF ACADEMIC LITERACIES: EXPLORING SPACE, TEAM RESEARCH AND MENTORING

2020 ◽  
Vol 59 (1) ◽  
pp. 264-295 ◽  
Author(s):  
Pamela Olmos-López ◽  
Karin Tusting
Keyword(s):  
Academic Writing ◽  
Personal Experience ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Academic Literacies ◽  
Place And Space ◽  
Mentoring Relationship ◽  
Team Research ◽  
Insight Into

ABSTRACT Autoethnography is the study of culture through the study of self (ELLIS, 2004; ELLIS et al, 2011). In this paper, we explore the value of autoethnography in the study of academic literacies. We draw on our own experiences as ethnographers and autoethnographers of literacy to provide illustrative examples. We show how autoethnography has provided a fresh understanding of the role of place and space in developing academic writing across countries and between English and Spanish (OLMOS-LÓPEZ, 2019). We discuss the value of team autoethnography in researching academic writing (TUSTING et al., 2019). And we reflect together on our own journey of development as academic writers, showing how a mentoring relationship has been part of both of our trajectories. The paper aims to argue for the value of autoethnography as an approach to studying academic literacy practices, particularly in providing insight into identity and personal experience.

scholarly journals A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing

2011 ◽  
Vol 13 (1) ◽  
pp. 39 ◽  
Author(s):  
Zheng Zhang
Keyword(s):  
Academic Writing ◽  
Study Skills ◽  
Literacy Practices ◽  
Academic Socialization ◽  
International Graduate Students ◽  
Academic Literacies ◽  
Nested Model ◽  
International Graduate ◽  
English Academic Writing ◽  
Different Cultures

Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.

scholarly journals Letramento acadêmico em inglês e em português: um estudo de atividades avaliativas provenientes de disciplinas de um curso de graduação de uma instituição americana e uma brasileira

2017 ◽  
Vol 8 (2) ◽  
pp. 257
Author(s):  
Luciana Lorandi Honorato de Ornellas
Keyword(s):  
Biological Sciences ◽  
Academic Writing ◽  
Social Practice ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Writing In The Disciplines ◽  
Writing Assignments ◽  
American Institution ◽  
Know How ◽  
Teaching Of Writing

The paper analyses how academic literacy is promoted in academic writing assignments using genres. The context of the study is that of undergraduate disciplines in the field of Biological Sciences. The disciplines take place in an American institution and in a Brazilian federal one. The data were drawn from pedagogical and evaluative documents that were analysed by content analysis. The data collected from the American institution showed that genres are used as a vehicle to integrate knowledge, and also todemonstrate information. Relating to national context, genres are used to demonstrate information. It can be concluded that, in the American institution, academic literacy occurs in an ideological way in the disciplines, since writing is developed making use of genres that are explored as a social practice. Nevertheless, in the Brazilian institution, academic literacy is developed in an autonomous way, due to the absence of the teaching of writing in the disciplines, probably because it is considered thatstudents already know how to write. In brief, this investigation intends to clarify academic literacy practices in different academic contexts in order to bring insight to other researchers and practitioners on how this issue has been dealt with, and what are the strengths and the weaknesses of such practices.

scholarly journals EMPOWERING ACADEMIC WRITING SKILLS IN MILLENNIAL ERA: THE ROLE OF ENGLISH PROGRAM FOR BIDIKMISI STUDENTS

2019 ◽  
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Qualitative Research ◽  
Academic Writing ◽  
English Language ◽  
Language Skills ◽  
Academic Literacy ◽  
Writing Skills ◽  
State Institute ◽  
Islamic Studies ◽  
English Program

This study aims at exploring how BIDIKMISI students at the State Institute for Islamic Studies (IAIN) Kudusperceive the empowerment of their academic writing skills through English programs undertaken by the campus.The study anchors in a qualitative research. Personal interviews, observation and documentation were used togather data. The result reveals that the strategies and ways of empowering academic writing cover developingcognitive skills of students by giving them academic literacy, activities of problem solving, and innovation thatwill attract them to use writing as systems of representation and communication. Another way of empoweringacademic writing done by lecturers is by collaborating to other English lecturers particularly those who teachReading in enhancing the academic writing skills of students at IAIN Kudus. Thus, the role of English programsis considerably meaningful for the acquisition of English language skills of BIDIKMISI students particularly inacademic writing skills. Furthermore, they are able to elicit a number of materials and information related toacademic writing including writing foundations, writing stages, writing elements, accuracy in writing, researchingand writing, academic reality, and articles publication. Interestingly, they are pursued to do a research and writejournal articles. This study suggests that lecturers should actively use technology and social media in millennialera such as Facebook, Blog, Instagram, and Youtube to engage students in the process of teaching academicwriting.

scholarly journals How Growing Older With Their Best Friend Changes Older Adult Men’s Perspectives on Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 325-325
Author(s):  
Ranell Mueller
Keyword(s):  
Older Adult ◽  
Personal Experience ◽  
Companion Animals ◽  
Companion Animal ◽  
Individual Interviews ◽  
Adult Men ◽  
Attitudes Toward Aging ◽  
Depth Interviews ◽  
Insight Into

Abstract Knowledge of the deeper meaning of how growing older alongside companion animal dogs affects men’s perspectives of aging is limited. This study employed qualitative research methods utilizing individual interviews and panel discussions with older adult men in order to investigate the dynamic phenomenon of their personal experience of growing older alongside their aging companion animal dogs. Individual audio-recorded and in-depth interviews and repeated panel discussions with a sub-group of participants, convened as a panel over a three-month period, explored behavioral and emotional manifestations of aging along with a companion animal. Analysis involved open, axial, and selective coding of transcripts to reveal underlying patterns within the data. Outcomes included insight into the role of dogs in the men’s perspectives of attitudes toward aging, toward not only themselves as older adult men, but also toward their aging dogs. Findings reveal that the older adult men felt empathy for their aging dogs, which translated to feeling empathy for themselves as well as other older adults. The men revealed attitudes of being sympathetic and understanding of the aging process simply as a result of aging alongside their aging dogs. A prominent idea that emerged was a feeling of grace toward oneself, others and their aging dogs. This study offers insight into the deeper understanding of one effect caring for older companion animals has on older adult men’s attitudes toward aging. This study provides movement toward a theory of the role of dogs in the development of older adult men’s attitudes toward aging.

Writing feedback as an exclusionary practice in higher education

2014 ◽  
Vol 37 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Grace Chu-Lin Chang
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Social Practice ◽  
Best Practice ◽  
Academic Literacy ◽  
Written Feedback ◽  
Academic Literacies ◽  
Written Discourse ◽  
Academic Communities ◽  
Writing Feedback

This ethnographic research probes into feedback on academic writing received by Taiwanese students in Australian higher education institutions, and examines whether the feedback received helped students to participate in the written discourse of academic communities. Academic writing dominates the academic life of students in Australia and is the key measure of their academic performance. This can be problematic for international students who speak English as an additional language and who are expected to acquire academic literacies in English ‘by doing’. As a social practice, academic writing depends on participation in dialogue for students to be included in the community of academia. However, the findings show that few participants received any useful feedback. Some assignments were never returned; in other cases, the hand-written feedback was illegible, and often included only overly general comments that puzzled the participants. As a result, the learning process came to an end once the students handed in their assignments; feedback failed to promote further learning related to content, and particularly to academic writing. The article highlights the few instances where participants received helpful feedback that was accessible and constructive, and which can be considered best practice for the promotion of academic literacy.

scholarly journals ‘Academic literacies’: sustaining a critical space on writing in academia

2019 ◽  
Author(s):  
Theresa Lillis
Keyword(s):  
Academic Writing ◽  
Literacy Practices ◽  
Academic Language ◽  
Meaning Making ◽  
Language And Literacy ◽  
Academic Literacies ◽  
Teachers And Students ◽  
The Uk ◽  
The Relationship ◽  
Field Of Inquiry

In this paper, I briefly track the emergence and foci of academic literacies as a field of inquiry, summarising its contributions to understandings about writing and meaning making in academia. Writing from my specific geohistorical location in the UK, I foreground the importance of early key works that encapsulated concerns about deficit orientations to students’ language and literacy practices (e.g. Ivanič, 1998; Lea and Street,1998). I also underline the transnational dimension to the development of academic literacies which has helped drive forward intellectual debates about the relationship between academic language and literacy practices, and participation in academia. I argue that academic literacies provides an important space for critically exploring what are often taken-for-granted assumptions about the nature and value of academic writing conventions, and the ways these (both assumptions and conventions) impact on opportunities for participation in knowledge making. This critical thinking space continues to serve as an intellectual resource for researchers, teachers and students in contemporary neo-liberal higher education, where regimes of evaluation are super-normative, even in (or because of) a context of super-diversity, that is increased mobility of peoples and semiotic practices. Academic literacies as praxis necessarily involves straddling both normative and transformative orientations (Lillis and Scott, 2007) or what Hall (1992) refers to as the ‘academic’ and ‘intellectual’ dimensions to academia. 

scholarly journals “It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis

2020 ◽  
Vol 17 (2) ◽  
pp. 20-35
Author(s):  
Kirsty Miller ◽  
◽  
Hannah Merdian ◽  
Keyword(s):  
Academic Writing ◽  
Academic Staff ◽  
Academic Literacy ◽  
Skills Development ◽  
Academic Reading ◽  
Subject Areas ◽  
And Function ◽  
Role And Function ◽  
Practical Implications

The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to participate in a survey on the role and function of academic reading. Using an explorative approach, the study investigated academics’ views about reading behaviour with regards to the students’ academic journey, their own academic development, and its incorporation into their teaching. All comments were thematically analysed, resulting in a number of elicited themes and subthemes. The paper highlighted the key role of academics in the modelling, rewarding, and teaching of academic reading and discusses practical implications for Higher Education, particularly with regards to academic teaching and students’ skills development.

scholarly journals “What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school

2019 ◽  
Author(s):  
Philip Montgomery ◽  
Jason Sparks ◽  
Bridget Goodman
Keyword(s):  
Higher Education ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Knowledge Development ◽  
Student Experiences ◽  
Academic Literacies ◽  
Literacy Practice ◽  
Genre Awareness ◽  
Science School ◽  
Genre Knowledge

Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions guided the research: (1) To what extent and in what ways do students develop genre knowledge in their school EMI contexts?; (2) Which pedagogical approaches and strategies do students identify as beneficial in supporting genre knowledge development? The study found students developed genre awareness for research-related literacy practices, involving field-, tenor- and mode-related genre knowledge. The study also found student capacity to apply genre knowledge successfully across a range of text genres. Another finding was that challenge and success in genre knowledge development was a function of the extent of explicit feedback from instructors and peers and explicit assignment expectations. Each of our findings are consistent with the critique and recommendations of Lea and Street (1998; 2006) on the importance of a situated approach to developing student academic literacy practice that accounts for the larger institutional contexts and epistemological traditions in which those practices have meaning. These findings have important value for discussions and debates on student academic literacy learning and practice in higher education in Kazakhstan, across Central Asia and in other countries where policies for internationalization and research universities are rapidly transforming higher education literacy practice in the current era of globalization.

scholarly journals Achieving transformation through collaboration: the role of academic literacies

2019 ◽  
Author(s):  
Ursula Wingate
Keyword(s):  
Literacy Instruction ◽  
Academic Literacy ◽  
Assessment Practices ◽  
Academic Literacies ◽  
Institutional Policies ◽  
Literacy Support ◽  
New Perspective ◽  
Learning Development ◽  
Policies And Practices

The academic literacies model has been transformative in the sense that it offered a new perspective for research into students' writing as well as pedagogic principles that have influenced writing practitioners in many contexts. In this paper I discuss why a more wide-ranging transformation is needed to provide adequate academic literacy support to all students. This transformation would entail the integration of academic literacy instruction into study programmes, delivered as part of subject lecturers’ regular teaching and assessment practices. This would require collaboration between writing/learning development practitioners and subject lecturers, which in turn would need to be facilitated by changes in institutional policies and practices. I argue that the academic literacies model provides both the rationale and the principles for this kind of transformation.

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