• Developing academic literacies through understanding the nature of disciplinary knowledge

    Author(s):
    Sherran Clarence (see profile) , Sioux McKenna
    Date:
    2017
    Subject(s):
    Education, Higher, Education, Knowledge, Sociology of
    Item Type:
    Article
    Tag(s):
    Academic Literacies, Higher education, Legitimation Code Theory, pedagogy, student learning, Academe, Sociology of knowledge
    Permanent URL:
    http://dx.doi.org/10.17613/M63H07
    Abstract:
    Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
    Notes:
    Full open access
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    10.18546/LRE.15.1.04
    Publisher:
    Institute of Education Press
    Pub. Date:
    2017-3-15
    Journal:
    London Review of Education
    Volume:
    15
    Issue:
    1
    Page Range:
    38 - 49
    ISSN:
    1474-8460
    Status:
    Published
    Last Updated:
    6 years ago
    License:
    Attribution-NonCommercial

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