Lea, Mary R. and Street, Brian V.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1207/s15430421tip4504_11|
|Google Scholar:||Look up in Google Scholar|
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K-12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies not directly associated with subjects and disciplines, but with broader institutional discourses and genres. From the student point of view, a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes.
|Item Type:||Journal Article|
|Copyright Holders:||2006 Taylor & Francis|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 9543 not found.|
|Date Deposited:||13 Apr 2010 09:43|
|Last Modified:||07 Feb 2017 11:16|
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