Mary R Lea
Biographic Data
| ID | 1499647 |
|---|---|
| NAME | Mary R Lea |
| GIVEN NAMES | Mary R |
| FAMILY NAME | Lea |
| SIGNATURE | LEA M R |
| AFFILIATIONS | The Open University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 311 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 4 |
Academic literacies: Looking back in order to look forward
This paper argues that we need to reclaim the institutional perspective that was inherent in some of the early work in the field of academic literacies. It offers a brief overview of the emergence of the field and examines some key developments, including an examination of areas of tension with regard to the use of the term academic literacies. It also points to the ways in which the field is drawing in valuable and complementary theoretical and …
Digital literacies in higher education: Exploring Textual and Technological Practice
Concerns are frequently raised about undergraduates being so immersed in web‐based technologies in their broader lives that they have difficulties engaging in more conventional study practices, such as academic reading and writing essays. The research reported on here examines this issue through a literacies lens. The project findings illustrate the complex interrelationship between literacies and technologies with the potential to disrupt conven…
Lecturers' everyday writing as professional practice in the university as workplace: New Insights Into Academic Identities
This paper reports on an investigation into the workplace writing of university lecturers as a significant element of their professional practice. The research has focused on lecturers' routine, everyday writing, as opposed to their more prestigious or scholarly writing. In order to gain an understanding of writing as professional practice, about 30 lecturers in three different UK universities have been interviewed, focusing on a small number of …
The "Academic Literacies" Model: Theory and Applications
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K–12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices asso…
Supporting writing for assessment in online learning
This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students’ online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the writing demands they make on students. In so doing it utilizes a theoretical framework which concept…
Academic literacies: A Pedagogy for Course Design
This article examines how research findings from the field of academic literacies might be used to underpin course design across the broad curriculum of higher education. During the last decade this research has unpacked the complex relationship between writing and learning, and pointed to gaps in students' and tutors' understanding of what is involved in writing for assessment. The article takes this as its starting point but suggests that the f…
Computer Conferencing and Assessment: New ways of writing in higher education
This article reports upon MA students' use of computer conferencing in an online course, and examines the ways in which students draw upon asynchronous conference discussions in their written assignments. It argues that we can usefully regard these electronic environments as a resource that does more than provide the context for collaborative learning. The technology enables a reflexivity in student learning which has not been possible before, en…
Academic literacies and learning in higher education: Constructing knowledge through texts and experience
Student writing in higher education: An academic literacies approach
This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the impor…
Student writing in higher education: An academic literacies approach
This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the impor…
The "Academic Literacies" Model: Theory and Applications
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K–12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices asso…
Academic literacies: A Pedagogy for Course Design
This article examines how research findings from the field of academic literacies might be used to underpin course design across the broad curriculum of higher education. During the last decade this research has unpacked the complex relationship between writing and learning, and pointed to gaps in students' and tutors' understanding of what is involved in writing for assessment. The article takes this as its starting point but suggests that the f…
Digital literacies in higher education: Exploring Textual and Technological Practice
Concerns are frequently raised about undergraduates being so immersed in web‐based technologies in their broader lives that they have difficulties engaging in more conventional study practices, such as academic reading and writing essays. The research reported on here examines this issue through a literacies lens. The project findings illustrate the complex interrelationship between literacies and technologies with the potential to disrupt conven…
Academic literacies and learning in higher education: Constructing knowledge through texts and experience
Lecturers' everyday writing as professional practice in the university as workplace: New Insights Into Academic Identities
This paper reports on an investigation into the workplace writing of university lecturers as a significant element of their professional practice. The research has focused on lecturers' routine, everyday writing, as opposed to their more prestigious or scholarly writing. In order to gain an understanding of writing as professional practice, about 30 lecturers in three different UK universities have been interviewed, focusing on a small number of …
Computer Conferencing and Assessment: New ways of writing in higher education
This article reports upon MA students' use of computer conferencing in an online course, and examines the ways in which students draw upon asynchronous conference discussions in their written assignments. It argues that we can usefully regard these electronic environments as a resource that does more than provide the context for collaborative learning. The technology enables a reflexivity in student learning which has not been possible before, en…
Academic literacies and learning in higher education: Constructing knowledge through texts and experience
Student writing in higher education: An academic literacies approach
This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the impor…
Computer Conferencing and Assessment: New ways of writing in higher education
This article reports upon MA students' use of computer conferencing in an online course, and examines the ways in which students draw upon asynchronous conference discussions in their written assignments. It argues that we can usefully regard these electronic environments as a resource that does more than provide the context for collaborative learning. The technology enables a reflexivity in student learning which has not been possible before, en…
Academic literacies: A Pedagogy for Course Design
This article examines how research findings from the field of academic literacies might be used to underpin course design across the broad curriculum of higher education. During the last decade this research has unpacked the complex relationship between writing and learning, and pointed to gaps in students' and tutors' understanding of what is involved in writing for assessment. The article takes this as its starting point but suggests that the f…
Supporting writing for assessment in online learning
This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students’ online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the writing demands they make on students. In so doing it utilizes a theoretical framework which concept…
The "Academic Literacies" Model: Theory and Applications
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K–12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices asso…
Lecturers' everyday writing as professional practice in the university as workplace: New Insights Into Academic Identities
This paper reports on an investigation into the workplace writing of university lecturers as a significant element of their professional practice. The research has focused on lecturers' routine, everyday writing, as opposed to their more prestigious or scholarly writing. In order to gain an understanding of writing as professional practice, about 30 lecturers in three different UK universities have been interviewed, focusing on a small number of …
Digital literacies in higher education: Exploring Textual and Technological Practice
Concerns are frequently raised about undergraduates being so immersed in web‐based technologies in their broader lives that they have difficulties engaging in more conventional study practices, such as academic reading and writing essays. The research reported on here examines this issue through a literacies lens. The project findings illustrate the complex interrelationship between literacies and technologies with the potential to disrupt conven…
Academic literacies: Looking back in order to look forward
This paper argues that we need to reclaim the institutional perspective that was inherent in some of the early work in the field of academic literacies. It offers a brief overview of the emergence of the field and examines some key developments, including an examination of areas of tension with regard to the use of the term academic literacies. It also points to the ways in which the field is drawing in valuable and complementary theoretical and …
Sociology (8 works) · Discourse Analysis in Language Studies (7 works) · Pedagogy (7 works) · Psychology (7 works) · Higher education (6 works) · Mathematics education (6 works) · Academic writing (5 works) · Computer Science (4 works) · Political science (4 works) · Student Assessment and Feedback (4 works)