442 Pages
English
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Working with Academic Literacies

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Gain access to the library to view online
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442 Pages
English

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The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.

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Published 04 November 2015
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EAN13 9781602357631
Language English
Document size 3 MB

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, arrington, & chell WO R K I N G W I T HACADEMIC LITERACIES AC A D E M I C L I T E R AC I E S C A S E ST U D I E S TOWA R D S T R A N S FO R M AT I V EPR AC T I C E
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Edited by
Theresa Lillis Kathy Harrington Mary R. Lea Sally Mitchell
PERSPECTIVES ON WRITING Serîes Edîtors, Susan H. McLeod and Rîc Rîce
PERSPECTIVES ON WRITING Serîes Edîtor, Susan H. McLeod and Rîc Rîce
he Perspectîves on Wrîtîng serîes addresses wrîtîng studîes în a broad sense. Consîs-tent wît te wîde rangîng approaces caracterîstîc o teacîng and scoarsîp în wrîtîng across te currîcuum, te serîes presents works tat take dîvergent perspec-tîves on workîng as a wrîter, teacîng wrîtîng, admînîsterîng wrîtîng programs, and studyîng wrîtîng în îts varîous orms.
he WAC Cearîngouse and Paror Press are coaboratîng so tat tese books wî be wîdey avaîabe troug ree dîgîta dîstrîbutîon and ow-cost prînt edîtîons. he pubîsers and te Serîes edîtor are teacers and researcers o wrîtîng, commîtted to te prîncîpe tat knowedge soud reey cîrcuate. We see te opportunîtîes tat new tecnoogîes ave or urter democratîzîng knowedge. And we see tat to sare te power o wrîtîng îs to sare te means or a to artîcuate teîr needs, înterest, and earnîng înto te great experîment o îteracy.
Recent Books in te Series
Asao B. ïnoue,Antîracîst Wrîtîng Assessment Ecoogîes: An Approac to Teacîng and Assessîng Wrîtîng or a Socîay Just Future (2015) Bet L. Hewett and Kevîn Erîc DePew (Eds) wît Eî Guer and Robbîn Zef War-ner (Assîstant Eds),Foundatîona Practîces o Onîne Wrîtîng ïnstructîon(2015) Crîsty ï. Wenger,Yoga Mînds, Wrîtîng Bodîes: Contempatîve Wrîtîng Pedagogy(2015) Sara Aen,Beyond Argument: Essayîng as a Practîce o (Ex)Cange(2015) Steven J. Corbett,Beyond Dîcotomy: Synergîzîng Wrîtîng Center and Cassroom Pedagogîes(2015) Tara Roeder and Roseanne Gatto (Eds.),Crîtîca Expressîvîsm: heory and Practîce în te Composîtîon Cassroom(2014) Terry Myers Zawackî and Mîcee Cox,WAC and Second-Language Wrîters: Researc Towards Lînguîstîcay and Cuturay ïncusîve Programs and Practîces(2014) Cares Bazerman,A Retorîc o Lîterate Actîon: Lîterate Actîon Voume 1(2013) Cares Bazerman,A heory o Lîterate Actîon: Lîterate Actîon Voume 2(2013) Katerîne V. Wîs and Rîc Rîce (Eds.),ePortoîo Perormance Support Systems: Constructîng, Presentîng, and Assessîng Portoîos(2013) Mîke Duncan and Star Medzerîan Vangurî (Eds.),he Centraîty o Stye(2013) Crîs haîss, Gerd Bräuer, Paua Carîno, Lîsa Ganobcsîk-Wîîams, and Aparna Sîna (Eds.),Wrîtîng Programs Wordwîde: ProIes o Academîc Wrîtîng în Many Paces(2012)
WORKING WITH ACADEMIC LITERACIES: CASE STUDIES TOWARDS TRANSFORMATIVE PRACTICE
Edîted by heresa Lîîs, Katy Harrîngton, Mary R. Lea, and Say Mîtce
he WAC Cearîngouse wac.coostate.edu Fort Coîns, Coorado
Paror Press www.parorpress.com Anderson, Sout Caroîna
he WAC Cearîngouse, Fort Coîns, Coorado 80523-1052 Paror Press, 3015 Brackenberry Drîve, Anderson, Sout Caroîna 29621
© 2015 by heresa Lîîs, Katy Harrîngton, Mary R. Lea, and Say Mîtce. hîs work îs îcensed under a Creatîve Commons Attrîbutîon-NonCommercîa-NoDerîva-tîves 4.0 ïnternatîona.
Prînted în te Unîted States o Amerîca
Lîbrary o Congress Cataogîng-în-Pubîcatîon Data
Names: Lîîs, heresa M., 1956-Tîte: Workîng wît academîc îteracîes : case studîes towards transormatîve  practîce / edîted by heresa Lîîs, Katy Harrîngton, Mary R. Lea, and  Say Mîtce. Descrîptîon: Anderson, Sout Caroîna : Paror Press ; Fort Coîns, Coorado  : WAC Cearîngouse, 2015. | Serîes: Perspectîves on wrîtîng | Avaîabe  în dîgîta ormat or ree downoad at ttp://wac.coostate.edu. |  ïncudes bîbîograpîca reerences and îndex. ïdentîIers: LCCN 2015042472| ïSBN 9781602357617 (pbk. : ak. paper) | ïSBN  9781602357624 (ardcover : ak. paper) Subjects: LCSH: Engîs anguage--Retorîc--Study and teacîng. | Academîc  wrîtîng. CassîIcatîon: LCC PE1404 .W65 2015 | DDC 808/.04207--dc23 LC record avaîabe at ttp://ccn.oc.gov/2015042472
Copyedîtor: Don Donaue Desîgners: Tara Reeser and Mîke Pamquîst
Serîes Edîtors: Susan H. McLeod and Rîc Rîce
hîs book îs prînted on acîd-ree paper.
he WAC Cearîngouse supports teacers o wrîtîng across te dîscîpînes. Hosted by Coorado State Unîversîty, ît brîngs togeter scoary journas and book serîes as we as resources or teacers wo use wrîtîng în teîr courses. hîs book îs avaîabe în dîgîta ormat or ree downoad at ttp://wac.coostate.edu.
Paror Press, LLC îs an îndependent pubîser o scoary and trade tîtes în prînt and mutîmedîa ormats. hîs book îs avaîabe în prînt and Adobe eBook ormats rom Paror Press at ttp://www.parorpress.com. For submîssîon înormatîon or to Ind out about Paror Press pubîcatîons, wrîte to Paror Press, 3015 Brackenberry Drîve, Ander-son, Sout Caroîna 29621, or emaî edîtor@parorpress.com.
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Teresa Lîîs, Katy Harrîngton, Mary R. Lea and Say Mîtce
SECTION1. TRANSFORMINGPEDAGOGIESOFACADEMICWRITINGANDREADING . 23 Introduction to Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Capter 1. A Framework or Usabe Pedagogy: Case Studies Towards Accessibiity, Criticaity and Visibiity . . . . . . . . . . . . . . . . . . . . . . .29 Juîo Gîmenez and Peter Tomas Capter 2. Working Wit Power: A Diaogue about Writing Support Using Insigts rom Psycoterapy . . . . . . . . . . . . . . . . . . . . . . . . .45 Lîsa Cugen and Matt Conne Capter 3. An Action Researc Intervention Towards Overcoming “Teory Resistance” in Potojournaism Students . . . . . . . . . . . . . . . . 55 Jennîer Good Capter 4. StudentWriting Tutors: Making Sense o “Academic Literacies” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Joee Adams Capter 5. “Hidden Features” and “Overt Instruction” in Academic Literacy Practices: A Case Study in Engineering . . . . . . . . . . . . . . . . . . . . . .75 Adrîana Fîscer Capter 6. Making Sense o My hesis: Master’s Leve hesis Writing as Consteation o Joint Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Katrîn Kauod Capter 7. hinking Creativey About Researc Writing . . . . . . . . . . . . . . .97 Cecîe Badenorst, Cecîîa Mooney, Jennîer Dyer, Janna Rosaes and Morgan Murray Capter 8. Discipined Voices, Discipined Feeings: Exporing Constraints and Coices in a hesis Writing Circe . . . . . . . . . 107 Kate Canock, Syvîa Wîtmore and Makîko Nîsîtanî Relections 1. How Can te Text Be Everyting? Relecting on Academic Lie and Literacies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Say Mîtce takîng wît Mary Scott
Contents
SECTION2. TRANSFORMINGTHEWORKOFTEACHING. . . . . . . . . . . . . . . . . . . . 125 Introduction to Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Capter 9. Opening up he Curricuum: Moving rom he Normative to he Transormative in Teacers’ Understandings o Discipinary Literacy Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Cecîîa Jacobs Capter 10. Writing Deveopment, CoTeacing and Academic Literacies: Exporing te Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Juîan ïnge and Nadya Yakovcuk Capter 11. Transormative and Normative? Impications or Academic Literacies Researc in Quantitative Discipines . . . . . . . . . . . . 155 Morag Paxton and Vera Frît Capter 12. Learning rom Lecturers: Wat Discipinary Practice Can Teac Us About “Good” Student Writing . . . . . . . . . . . . . . . . . . . . . 163 Marîa Leedam ReLections 2. hinking Criticay and Negotiating Practices in te Discipines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Davîd Russe în conversatîon wît Say Mîtce Capter 13. Academic Writing in an ELF Environment: Standardization, Accommodationor Transormation? . . . . . . . . . . . . . 185 Laura McCambrîdge Capter 14. “Doing Someting tat’s Reay Important”: Meaningu Engagement as a Resource or Teacers’ Transormative Work wit Student Writers in te Discipines . . . . . . . . . . . . . . . . . . . . . . 195 Jackîe Tuck Capter 15. he Transormative Potentia o Laminating Trajectories: hree Teacers’ Deveoping Pedagogica Practices and Identities . . . . . . . 205 Kevîn Roozen, Rebecca Woodard, Sonîa Kîne and Pau Prîor Capter 16. Marking te Boundaries: Knowedge and Identity in Proessiona Doctorates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Jane Creaton Relections 3. Wat’s at Stake in Diferent Traditions? Les Littéracies Universitaires and Academic Literacies . . . . . . . . . . . . . . . 227 ïsabee Decambre în conversatîon wît Crîstîane Donaue
SECTION3. TRANSFORMINGRESOURCES, GENRESANDSEMIOTICPRACTICES237. . . .
Contents
Introduction to Section 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Capter 17. Genre as a Pedagogica Resource at University. . . . . . . . . . . . 245 Fîona Engîs Capter 18. How Drawing Is Used to Conceptuaize and Communicate Design Ideas in Grapic Design: Exporing Scamping hroug a Literacy Practice Lens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Lynn Coeman Capter 19. “here is a Cage Inside My Head and I Cannot Let hings Out”: An Epistemoogy o Coaborative Journa Writing . . . . . . . . . . . . . . . . . . 267 Fay Stevens Capter 20. Bogging to Create Mutimoda Reading and Writing Experiences in Postmodern Human Geograpies . . . . . . . . . . . . . . . . . . . . . 279 Caîre Penket and Taseem Sakur Capter 21. Working wit Grammar as a Too or Making Meaning . . . . 289 Gîîan Lazar and Beverey Barnaby Capter 22. Digita PostersTaking Cyces or Academic Literacy . . . . 299 Dîane Ruston, Caty Maone and Andrew Mîddeton Capter 23. Teing Stories: Investigating te Caenges to Internationa Students’ Writing hroug Persona Narrative . . . . . . . . . . 307 Heen Bowstead Capter 24. Digita Writing as Transormative: Instantiating Academic Literacies in heory and Practice . . . . . . . . . . . . . . . . . . . . . . . . 317 Coeen McKenna Relections 4. Looking at Academic Literacies rom a Composition Frame: From Spatia to Spatiotempora Framing o Diference . . . . . . . . 327 Bruce Horner în conversatîon wît Teresa Lîîs
SECTION4.TRANSFORMINGINSTITUTIONALFRAMINGSOFACADEMICWRITING. . 339 Introduction to Section 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Capter 25. Transorming Diaogic Spaces in an “Eite” Institution: Academic Literacies, te Tutoria and HigAcieving Students . . . . . . . 345 Corînne Boz Capter 26. he Poitica Act o Deveoping Provision or Writing in te Iris Higer Education Context . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 Lawrence Ceary and Íde O’Suîvan
vîî
Contents
Capter 27. Buiding Researc Capacity troug an AcLitsInspired Peda gogica Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 Lîa Baj-Ward
Capter 28. Academic Literacies at te Institutiona Interace: A Pricky Conversation Around horny Issues . . . . . . . . . . . . . . . . . . . . . 375 Joan Turner Relections 5. Revisiting te Question o Transormation in Academic Literacies: he Etnograpic Imperative . . . . . . . . . . . . . . . . . . 383 Brîan Street în conversatîon wît Mary R. Lea and Teresa Lîîs Capter 29. Resisting te Normative? Negotiating Mutiingua Identities in a Course or First Year Humanities Students in Cataonia, Spain . . . . 391 Anges Oîva-Gîrbau and Marta Mîîan Gubern Capter 30. Academic Literacies and te Empoyabiity Curricuum: Resisting Neoibera Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 Cataîna Necuaî Capter 31. A Cautionary Tae about a Writing Course or Scoos . . . . 413 Key Peake and Say Mîtce Relections 6. “Wit writing, you are not expected to come rom your ome”: Diemmas o Beonging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 Lucîa Tesen Ac Lits Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 List o Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
vîîî
WORKING WITH ACADEMIC LITERACIES: CASE STUDIES TOWARDS TRANSFORMATIVE PRACTICE