Academic literacies
A Pedagogy for Course Design
Dados Bibliográficos
| ID | 4096492 |
|---|---|
| Autores | Mary R Lea (The Open University, autor correspondente) |
| Ano | 2004 |
| Volume | 29 |
| Fascículo | 6 |
| Páginas | 739-756 |
| Data de publicação | 2004-12-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Studies in Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0307507042000287230 |
| OpenAlex | W2127453052 |
| Idioma | EN |
| Citações recebidas | 52 |
| Referências citadas | 22 |
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 focus on particular groups of students and on student writing alone might mask the relevance of the research findings for teaching and learning in higher education more generally. In addition, the increasing use of information and communication technologies and virtual learning environments add dimensions which are only beginning to be recognized in the academic literacies literature. The article uses a specific case study of an online, postgraduate course to explicate some principles of course design, derived from academic literacies research, which take account of the different texts involved in student learning, and do not focus merely on assessed writing. This case study also pays some attention to the ways in which the use of new technologies can be used to the advantage of course designers adopting these principles
Academic writing · Curriculum · Higher education · Instructional design · Mathematics education · Pedagogy · Sociology · Discourse Analysis in Language Studies · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Academic literacies
Offsetting deficit conceptualisations
Religion and literacies in higher education
From Academic Literacies to International Publishing
Facilitating the Acquisition of Critical Writing Skills? An Exploration of Pedagogical Practices Within a Business School at a New University in the UK
Los hábitos lectoescritores en los alumnos universitarios
Vetenskaplighet och anställningsbarhet – Om hur den akademiska skrivundervisningens paradox kan hanteras
Building a Pedagogy of Writing Transfer Through an Undergraduate Journal Publication
Tradução comunitária em tempos de pandemia como promotora da educação linguística
O ensino de leitura voltado a universitários indígenas
Portuguese as an additional language for academic purposes
Publishing not perishing
Prácticas letradas académicas más allá del déficit
El enfoque de literacidades académicas
Fundamentals for teaching English for Academic Purposes
Measuring the impact of academic literacy interventions
Development of Academic Literacy Self-Efficacy Scale (Alses)
Unlearning, uncovering and becoming
Teaching Academic Literacies in international relations
Dialogue and subject positioning in pedagogical practice
Bridging theory and practice
From feedback literacy to feedback fluency
A mixed-method inquiry into Arabic-speaking students’ experiences with English academic writing at the undergraduate level
Escritura e identidad
Academic reading as a social practice in higher education
Processfolio
Exploring Identity and Multiliteracies through Graphic Narratives
Changing Identities
Multilingual Master's Students’ Perceptions of Academic Writing Development in the Context of Collective Research Supervision in Australian Higher Education
The appropriateness of standardised tests in academic literacy for diploma programmes of study
Entry-level students’ reading abilities and what these abilities might mean for academic readiness
The National Benchmark Test in Academic Literacy
Audience Awareness as a Threshold Concept of Reading
Academic Staff Engagement with Institutional Language Support
‘I’d like to know why’
Enseñanza De La Lectura, La Escritura Y La Oralidad en Las Disciplinas De La Facultad De Información Y Comunicación
Power, Identity, and Culture in International Students' Perceptions of Academic Writing
Using the Low Ground to Get High
Adorno in the classroom
The Academic Literacies approach to scholarly writing
Augmenting excellence, promoting diversity? Preliminary design of a foundation year for the University of Cambridge
Understanding first-year students’ transition to university
Rewriting writing in higher education
Writing groups for doctoral education
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
The "Academic Literacies" Model
The postgraduate student experience of study support
Promoting the persistence of Indigenous students through teaching at the Cultural Interface
Publishing and perishing
The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy
I will write to you with my eyes
I Just Don't Want to Be Judged
Communities of Practice
Literacy in the New Media Age
Writing and Identity
Student Writing as 'Academic Literacies'
Literacy in Theory and Practice
Multiliteracies
Academic literacies and learning in higher education
Literacy
What Written Knowledge Does
Student writing in higher education
Computer Conferencing and Assessment
Language awareness in the classroom
Situated Learning
| Obras citantes distintas | 52 |
|---|---|
| Citações por ano | 2,6 |
| Intervalo de citações | 2006 - 2026 (21) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 37 |