scholarly journals Researching academic literacy practices around Twitter: performative methods and their onto-ethical implications

2013 ◽  
pp. 41-55 ◽  
Keyword(s):  
Literacy Practices ◽  
Academic Literacy ◽  
Ethical Implications

Relocalising academic literacy

2017 ◽  
Vol 10 (3) ◽  
pp. 34-55
Author(s):  
Nana Clemensen ◽  
Lars Holm
Keyword(s):  
Knowledge Production ◽  
Literacy Practices ◽  
Qualitative Interviews ◽  
Academic Literacy ◽  
International Study ◽  
Learning Potential ◽  
Anthropology Of Education ◽  
Study Programme ◽  
The Social ◽  
Institutional Contexts

Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

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 Acquisition of academic literacy in an Engineering communication course: Integration of English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL)

2017 ◽  
Vol 4 (1) ◽  
pp. 38 ◽  
Author(s):  
Merina Devira
Keyword(s):  
Communication Skills ◽  
Literacy Practices ◽  
Course Design ◽  
Group Discussion ◽  
Academic Literacy ◽  
Academic Culture ◽  
Literacy Practice ◽  
Communication Course ◽  
Text Type ◽  
Engineering Communication

This study investigated academic literacy practices by an EFL student at an Engineering Communication course in the University of Adelaide, Australia. It focused on finding a description of engineering written communication skills designed in the specific course and investigating the student’s response in the construction of a specific text type in the engineering community. A qualitative case study method was used where the data were taken from classroom observations, the student’s interviews, his writings, and other supporting data, such as a course booklet and several PowerPoint slides. The findings showed that working in a group discussion at the workshop sessions was perceived as the most useful academic literacy practice in acquiring engineering communication skills. It also revealed that academic literacy practices, such as accessing MyUni, using databases for a specific discipline, recognising graphic skills and using effective reading strategies were considered by him as new and useful practices in an academic culture which helped him execute written engineering communication assignments into a cohesive and coherent argumentative text. Overall, although he had different perceptions before and after completion of the course, he viewed the course design positively. Some ideas on how the course developers or tutors could match the course design with his practical needs were offered, such as mutual collaboration with the English lecturers who were providing the course and the implementation of a program of academic English for first year students.

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.

Social literacies and students in tertiary settings

2002 ◽  
Vol 25 (2) ◽  
pp. 49-58
Author(s):  
Zannie Bock ◽  
David H. Gough
Keyword(s):  
South Africa ◽  
South African ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Assessment Practices ◽  
The Social ◽  
Social Literacies ◽  
Alternative Practices

Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.

scholarly journals Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Elena Tkachenko ◽  
Kari Bratland ◽  
Jorunn Store Johansen
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Culturally Diverse ◽  
Literacy Practices ◽  
Higher Education Institutions ◽  
Academic Literacy ◽  
Student Diversity ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Majority Students

With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer- Kreutz, 2007; Støren, 2009). In our paper, we are going to discuss the students’ challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds. 

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