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Rethinking academic literacies. A conceptual development based on teaching practice.

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Title: Rethinking academic literacies. A conceptual development based on teaching practice.
Authors: Canton, Ursula1 ursula.canton@gcu.ac.uk, Govan, Michelle2, Zahn, Daniela2
Source: Teaching in Higher Education. Aug2018, Vol. 23 Issue 6, p668-684. 17p. 1 Chart, 1 Graph.
Subject Terms: *Teaching, *Written communication, *Employability, *Literacy, *College students, *Higher education, *Universities & colleges
Geographic Terms: United Kingdom
Abstract: Academic Literacies, the most influential conceptual framework for writing practitioners at UK universities, is closely related to widening participation. At the same time, writing support is often justified with the argument that written communication is among the most important employability skills for graduates. While these concepts are often used simultaneously, their underlying premises are not necessarily congruent. This paper reflects on a writing intervention that highlighted the difficulties that can arise from a seeming ‘pick and mix’ use of these two frameworks, Academic Literacies and writing as an Employability Skill. Based on this analysis of the practice of teaching writing at a post-92 university, it establishes the need for an expanded, theoretical framework for writing support. [ABSTRACT FROM AUTHOR]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Rethinking academic literacies. A conceptual development based on teaching practice.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Aug2018, Vol. 23 Issue 6, p668-684. 17p. 1 Chart, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Employability%22">Employability</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink>
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  Data: Academic Literacies, the most influential conceptual framework for writing practitioners at UK universities, is closely related to widening participation. At the same time, writing support is often justified with the argument that written communication is among the most important employability skills for graduates. While these concepts are often used simultaneously, their underlying premises are not necessarily congruent. This paper reflects on a writing intervention that highlighted the difficulties that can arise from a seeming ‘pick and mix’ use of these two frameworks, Academic Literacies and writing as an Employability Skill. Based on this analysis of the practice of teaching writing at a post-92 university, it establishes the need for an expanded, theoretical framework for writing support. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13562517.2017.1414783
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              Text: Aug2018
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