Developing academic literacies through understanding the nature of disciplinary knowledge
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 w...
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ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-279422018-06-01T04:08:46ZDeveloping academic literacies through understanding the nature of disciplinary knowledgeClarence, SherranMcKenna, SiouxMuch 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.2017articletext12 pagespdfhttp://hdl.handle.net/10962/61062vital:27942https://doi.org/10.18546/LRE.15.1.04EnglishLondon Review of EducationLondon Review of EducationUse of this resource is governed by the terms and conditions of the London Review of Education Open Access Publishing Policy |
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NDLTD |
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English |
format |
Article |
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NDLTD |
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. |
author |
Clarence, Sherran McKenna, Sioux |
spellingShingle |
Clarence, Sherran McKenna, Sioux Developing academic literacies through understanding the nature of disciplinary knowledge |
author_facet |
Clarence, Sherran McKenna, Sioux |
author_sort |
Clarence, Sherran |
title |
Developing academic literacies through understanding the nature of disciplinary knowledge |
title_short |
Developing academic literacies through understanding the nature of disciplinary knowledge |
title_full |
Developing academic literacies through understanding the nature of disciplinary knowledge |
title_fullStr |
Developing academic literacies through understanding the nature of disciplinary knowledge |
title_full_unstemmed |
Developing academic literacies through understanding the nature of disciplinary knowledge |
title_sort |
developing academic literacies through understanding the nature of disciplinary knowledge |
publishDate |
2017 |
url |
http://hdl.handle.net/10962/61062 https://doi.org/10.18546/LRE.15.1.04 |
work_keys_str_mv |
AT clarencesherran developingacademicliteraciesthroughunderstandingthenatureofdisciplinaryknowledge AT mckennasioux developingacademicliteraciesthroughunderstandingthenatureofdisciplinaryknowledge |
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1718682257152016384 |