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

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...

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Autor principal:	Theresa Lillis
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	academic writing literacy practices writing pedagogy writing research. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/1f86fb9e0ce644d78b520550e324e934
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id	oai:doaj.org-article:1f86fb9e0ce644d78b520550e324e934
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spelling	oai:doaj.org-article:1f86fb9e0ce644d78b520550e324e9342021-11-29T14:02:30Z‘Academic literacies’: sustaining a critical space on writing in academia10.47408/jldhe.v0i15.5651759-667Xhttps://doaj.org/article/1f86fb9e0ce644d78b520550e324e9342019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/565https://doaj.org/toc/1759-667X 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. Theresa LillisAssociation for Learning Development in Higher Education (ALDinHE)articleacademic writingliteracy practiceswriting pedagogywriting research.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic writing literacy practices writing pedagogy writing research. Theory and practice of education LB5-3640
spellingShingle	academic writing literacy practices writing pedagogy writing research. Theory and practice of education LB5-3640 Theresa Lillis ‘Academic literacies’: sustaining a critical space on writing in academia
description	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.
format	article
author	Theresa Lillis
author_facet	Theresa Lillis
author_sort	Theresa Lillis
title	‘Academic literacies’: sustaining a critical space on writing in academia
title_short	‘Academic literacies’: sustaining a critical space on writing in academia
title_full	‘Academic literacies’: sustaining a critical space on writing in academia
title_fullStr	‘Academic literacies’: sustaining a critical space on writing in academia
title_full_unstemmed	‘Academic literacies’: sustaining a critical space on writing in academia
title_sort	‘academic literacies’: sustaining a critical space on writing in academia
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/1f86fb9e0ce644d78b520550e324e934
work_keys_str_mv	AT theresalillis academicliteraciessustainingacriticalspaceonwritinginacademia
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‘Academic literacies’: sustaining a critical space on writing in academia

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