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

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 te...

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Autores principales: John Hilsdon, Cathy Malone, Alicja Syska
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Lenguaje:EN
Publicado: Association for Learning Development in Higher Education (ALDinHE) 2019
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Acceso en línea:https://doaj.org/article/3cbb8427624b465ba7d1c3c8782eedb0
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spelling oai:doaj.org-article:3cbb8427624b465ba7d1c3c8782eedb02021-11-29T14:02:29ZAcademic literacies twenty years on: a community-sourced literature review10.47408/jldhe.v0i15.5671759-667Xhttps://doaj.org/article/3cbb8427624b465ba7d1c3c8782eedb02019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/567https://doaj.org/toc/1759-667X 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. John HilsdonCathy MaloneAlicja SyskaAssociation for Learning Development in Higher Education (ALDinHE)articleacademic literaciesmodalityidentityacademic writingknowledge-makingTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019)
institution DOAJ
collection DOAJ
language EN
topic academic literacies
modality
identity
academic writing
knowledge-making
Theory and practice of education
LB5-3640
spellingShingle academic literacies
modality
identity
academic writing
knowledge-making
Theory and practice of education
LB5-3640
John Hilsdon
Cathy Malone
Alicja Syska
Academic literacies twenty years on: a community-sourced literature review
description 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.
format article
author John Hilsdon
Cathy Malone
Alicja Syska
author_facet John Hilsdon
Cathy Malone
Alicja Syska
author_sort John Hilsdon
title Academic literacies twenty years on: a community-sourced literature review
title_short Academic literacies twenty years on: a community-sourced literature review
title_full Academic literacies twenty years on: a community-sourced literature review
title_fullStr Academic literacies twenty years on: a community-sourced literature review
title_full_unstemmed Academic literacies twenty years on: a community-sourced literature review
title_sort academic literacies twenty years on: a community-sourced literature review
publisher Association for Learning Development in Higher Education (ALDinHE)
publishDate 2019
url https://doaj.org/article/3cbb8427624b465ba7d1c3c8782eedb0
work_keys_str_mv AT johnhilsdon academicliteraciestwentyyearsonacommunitysourcedliteraturereview
AT cathymalone academicliteraciestwentyyearsonacommunitysourcedliteraturereview
AT alicjasyska academicliteraciestwentyyearsonacommunitysourcedliteraturereview
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