Developing academic literacies through understanding the nature of disciplinary knowledge

Clarence, Sherran; McKenna, Sioux

Title: Developing academic literacies through understanding the nature of disciplinary knowledge
Creator: Clarence, Sherran
Creator: McKenna, Sioux
Date Issued: 2017
Date: 2017
Type: article
Type: text
Identifier: http://hdl.handle.net/10962/61062
Identifier: vital:27942
Identifier: https://doi.org/10.18546/LRE.15.1.04
Description: 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.
Format: 12 pages
Format: pdf
Language: English
Relation: London Review of Education
Relation: Clarence, S. and McKenna, S., 2017. Developing academic literacies through understanding the nature of disciplinary knowledge. London Review of Education, 15(1), pp.38-49
Relation: London Review of Education 15 vol. 1 no. 38 49 2017 1474-8479
Rights: London Review of Education
Rights: Use of this resource is governed by the terms and conditions of the London Review of Education Open Access Publishing Policy

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Clarence, Sherran Lyn (Ms)

McKenna, Sioux (Prof)

RU Department of Education

RU Centre for Higher Education Research, Teaching and Learning (CHERTL)

SDG 04. Quality Education

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