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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

different fields, concepts and representations of academic knowledge – the latter including students’ own oral and written knowledge production. From the perspective of academic literacy studies ( Lea and Street 1998 ), this diversity of students

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Paul Sutton

The communicative relationship between learners and teachers in higher education, particularly as manifested in assessment and feedback, is often problematic. I begin from an Academic Literacies approach that positions academic literacy as requiring learners to acquire a complex set of literacy skills and abilities within specific discursive and institutional contexts. Whilst acknowledging the institutional dimension of academic literacy, I argue that the Academic Literacies approach tends to underestimate its significance. This shortcoming can be addressed by considering student speaking and writing as powerfully constrained by what Bourdieu refers to as the authority of pedagogic institutions, which function in what Sennett calls the culture of the new capitalism. Synthesising Bourdieu and Sennett, I argue, opens up possibilities for creating a pedagogy for itself: a pedagogy conscious of its reproductive function but able to provide both learners and teachers with what Canaan terms critical hope. Through this theoretical synthesis I seek to re-craft the Academic Literacies approach to pedagogic communication so that our understanding of the problems experienced by learners in acquiring academic literacy can be enhanced.

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Penny Welch and Susan Wright

-simulation activities, and the majority of the students felt that the whole exercise had extended their awareness and deepened their knowledge. Nana Clemensen and Lars Holm interviewed students on an international master’s degree in anthropology about the academic

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Liminal spaces, resources and networks

Facebook as a shaping force for students’ transitions into higher education

Sally Baker and Eve Stirling

1 and 2 drew on their networks of Friends to help them understand, validate and make themselves feel better about their multiple (social, academic, literacy and epistemological) transitions via the liminal social safety net of support provided by

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My Words, My Literacy

Tracking of and Teaching through the On-Field Language Practices of Australian Indigenous Boys

David Caldwell, Nayia Cominos, and Katie Gloede

terms of the construction of the language and literacy resources for the SAASTA boys, we used SFL to deconstruct the language in the student transcripts of relevance to academic literacy genres, identifying real-life examples of these genres in sport

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Sponsoring Ways of Being

Adolescent Boys’ Religious Literacy Practices

Deborah Vriend Van Duinen

Events in African-American Churches .” In Literacy Across Communities , ed. Beverly Moss , 147 – 178 . New York : Hampton Press . Moss , Beverly J. 2001 . “ From the Pews to the Classrooms: Influences of the African American Church on Academic