“What we do and don’t do”

Defining team in the discourse of academic learning advisers’ post-consultation notes

Bibliographic Data

ID21458367
AuthorsJay M Woodhams (0000-0001-6953-1764, Australian National University, corresponding author)
Year2020
Volume43
Issue1
Pages52-78
Publication date2020-03-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralian Review of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0155-0640 • E-ISSN: 1833-7139
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.18063.woo
OpenAlexW2999537009
LanguageEN
References cited26

Academic language and learning advisers are employed by many Australasian universities to help students develop their academic literacies, that is, the knowledge and skills needed to be successful at university both within and beyond disciplinary contexts. At the Academic Skills and Learning Centre of the Australian National University, a team of Learning Advisers spend a third of their time consulting students individually, often about a piece of writing to be submitted for assessment. There is much concern in the literature about the pedagogical effectiveness of the one-to-one session, yet little that examines it and its discourses as sites of identity genesis. This study examines Advisers’ post-consultation notes, and through a community of practice approach to workplace discourse finds that discussion of “what we do and don’t do” is the nexus at which Advisers negotiate the discourses of their organization, define boundaries around their work, and develop their professional identities

Academic writing · Discipline · Negotiation · Pedagogy · Political science · Public relations · Social science · Sociology · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Second Language Learning and Teaching