Knowledge making practices as vehicles for teaching academic literacy

Several studies have established a connection between how a discipline communicates in texts and how disciplinary knowledge is produced (e.g. Bazerman, 2000; Blåsjö, 2004; Carter, 2007). This article suggests that a didactic consequence of such a connection could be to use the rhetorical contexts an...

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Bibliographic Details
Main Author: Bente Kristiansen
Format: Article
Language:English
Published: Association for Learning Development in Higher Education (ALDinHE) 2019-11-01
Series:Journal of Learning Development in Higher Education
Subjects:
Online Access:https://repl.gianfj.com/index.php/jldhe/article/view/521
Description
Summary:Several studies have established a connection between how a discipline communicates in texts and how disciplinary knowledge is produced (e.g. Bazerman, 2000; Blåsjö, 2004; Carter, 2007). This article suggests that a didactic consequence of such a connection could be to use the rhetorical contexts and the knowledge-making practices as vehicles for teaching academic literacy. A conceptual framework for doing this in practice is presented, including teaching and learning activities.
ISSN:1759-667X