Defining academic literacies research
issues of epistemology, ideology and strategy
DOI:
https://doi.org/10.1558/japl.v4i1.5Keywords:
academic literacy, academic literacies, social practice, transformativeAbstract
Academic literacies research has developed over the past twenty years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies. Whilst there is fluidity and even confusion surrounding the use of the term ‘academic literacies’, we argue in this paper that it is a field of enquiry with a specific epistemological and ideological stance towards the study of academic communication and particularly, to date, writing. To define this field we situate the emergence of academic literacies research within a specific historical moment in higher education and offer an overview of the questions that the research has set out to explore. We consider debates surrounding the uses of the singular or plural forms, academic literacy/ies, and, given its position at the juncture of research/theory building and application, we acknowledge the need for strategic as well as epistemological and ideological understandings of its uses. We conclude by summarising the methodological and theoretical orientations that have developed as ‘academic literacies’, conceptualized as a field of inquiry, has expanded, and we point to areas that merit further theoretical consideration and empirical research.
References
Angelil-Carter, S. (1998) Access to Success. Literacy in Academic Contexts. Cape Town: University of Cape Town Press.
Angelil-Carter, S. (2000) Stolen Language? Plagiarism in Writing. New York: Longman.
Aitcheson, C. and Lee, A. (2006) Research writing: problems and pedagogies. Teaching in Higher Education 11(3): 265–278.
Andrews, R. (1995) Teaching and Learning Argument. Cassell. Archer, A. (2006) A multimodal approach to academic ‘literacies’: problematising the visual/verbal divide. Language and Education 20(6): 449–462.
Attar, D. (2005) Dismay and disappointment: perspectives of inexperienced adult learners on becoming webpage readers, International Journal of Educational Research 43(7/8): 495–508.
Bakhtin, M. (1981) Discourse in the novel. In M. Holquist (ed.) The Dialogic Imagination. Four Essays by M. Bakhtin. (Translated by C. Emerson and M. Holquist.) Austin: University of Texas Press.
Ballard, B. and Clanchy, J. (1988) Literacy in the university: an ‘anthropological’ approach. In G. Taylor, B. Ballard, V. Beasley, H. K.Bock, J. Clanchy and P. Nightingale (eds) Literacy by Degrees. Milton Keynes: Society for Research into Higher Education/Open University Press.
Barton, D. and Hamilton, M. (1998) Local Literacies. London: Routledge.
Baynham, M. (1995) Literacy Practices. Investigating Literacy in Social Contexts. London: Longman.
Baynham, M. (2000) Academic writing in new and emergent discipline areas. In M. R. Lea and B. Stierer (eds) Student Writing in Higher Education: new contexts 17–31. Buckingham: The Society for Research into Higher Education/Open University Press.
Bazerman, C. (1988) Shaping Written Knowledge. Madison: University of Wisconsin Press.
Belcher, D. (2006) English for specific purposes: teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly 40: 133–156.
Belcher, D. and Connor, U. (eds) (2001) Reflections on Multiliterate Lives. Clevedon, UK: Multilingual Matters.
Benesch, S. (2001) Critical English for Academic Purposes. Mahwah, NJ: Erlbaum.
Benson, N., Guerney, S., Harrison, J. and Rimmershaw, R. (1993) The place of academic writing in whole life writing: a case study of three university students. Language and Education 7(1): 1–20.
Berkenkotter, C. and Huckin, T. N. (1995) Genre Knowledge in Disciplinary Communication: cognition/culture/power. Hillsdale NJ: Lawrence Erlbaum.
Berlin, J. (1988) Rhetoric and ideology in the writing class. College English 50(5): 477–496.
Bhabha, H. K. (1994) The Location of Culture. London: Routledge.
Bharuthram, S. and McKena, S. (2006) A writer-respondent intervention as a means of developing academic literacy. Teaching in Higher Education 11(4): 495–507.
Bizzell, P. (1992) Academic Discourse and Critical Consciousness. Pittsburgh: University of Pittsburgh Press.
Blommaert, J. (2004) Workshopping: professional vision practices and critique in discourse analysis. Gent: Academia Press.
Blommaert, J. (2005) Discourse. A Critical Introduction. Cambridge: Cambridge University Press.
Bourdieu, P. (1991) Language and Symbolic Power. (Translated by G. Raymond and M. Adamson.) Cambridge, Mass.: Polity Press.
Brown, S. G. and Dobrin, S. I. (eds) (2004) Ethnography Unbound: from theory to critical praxis. Albany: State University of New York.
Brumfit, C. (2003) How applied linguistics is the same as any other science. International Journal of Applied Linguistics 7(1): 86–94.
Canagarajah, A. S. (2002a) Critical Academic Writing and Multilingual Students. Ann Arbor: Univeristy of Michigan Press.
Canagarajah, A. S. (2002b) A Geopolitics of Academic Writing. Pittsburgh: University of Pittsburgh Press.
Candlin, C. and Plum, G. (eds) (1998) Researching Academic Literacies: framing student literacy: cross cultural aspects of communication skills in Australian university settings. Sydney: NCELTR. Macquarie University.
Candlin, C. and Plum, G. (1999) Engaging with the challenges of interdiscursivity in academic writing: researchers, students and tutors. In C. Candlin and K. Hyland (eds) Writing, Texts, Process and Practices 193–217. London: Longman.
Casanave, C. (2002) Writing Games. Multicultural case Studies of Academic Literacy Practices in Higher Education. New Jersey/London: Lawrence Erlbaum.
Chiseri-Strater, E. (1991) Academic Literacies: the public and private discourse of university students. Portsmouth, NH: Heinemann-Boynton/Cook.
Clark, R., Cottey, A., Constantinou, C. and Yeoh, O. C. (1990) Rights and obligations in student writing. Language and Power. London: Centre for Information on Language Teaching for the British Association for Applied Linguistics.
Clark, R. and Ivani?, R. (1997) The Politics of Writing. London: Routledge.
Coffield, F. (2006) Running Ever Faster Down the Wrong Road: an alternative future for education and skills. Inaugural Professorial Lecture, Institute of Education, London. 5 December.
Cope, B. and Kalantzis, M. (eds) (2000) Multiliteracies. Literacy Learning and the Design of Social Futures. London: Routledge.
Creme, P. (2003) Why can’t we allow students to be more creative? Teaching in Higher Education 8(2): 273–277.
Crowley, S. (1998) Composition in the University. Historical and Polemical Essays. Pittsburgh: University of Pittsburgh Press.
Cushman, E. (1996) The public intellectual, service learning, and activist research. College English 61 (1999): 328–36.
Curry, M. J. and Lillis, T. (2004) Multilingual scholars and the imperative to publish in English: negotiating interests, demands, and rewards. TESOL Quarterly 38(4): 663–688.
Dysthe, O. (2002) Professors as mediators of academic text cultures: an interview study with advisors and master’s degree students in three disciplines in a Norwegian university. Written Communication 19(4): 493–544.
Ede, L. (ed.) (1999) The Braddock Essays 1975–1998. Boston/New York: Bedford/St Martin’s.
Fairclough, N. (1992) Discourse and Social Change. Cambridge: Polity Press.
Fairclough, N. (1995) Critical Discourse Analysis: the critical study of language. London: Longman.
Flower, L. (1994) The Construction of Negotiated Meaning. A Social Cognitive Theory of Writing. Southern Illinois Press: Carbondale and Edwardsville.
Flowerdew, J. (2000) Discourse community, legitimate peripheral participation, and the nonnative-English-speaking scholar. TESOL Quarterly 34(1): 127–150.
Foucault, M. (2002) The Order of Things. Routledge: London.
Freire, P. [1970] (1996) Pedagogy of the Oppressed. London: Penguin.
Ganobcsik-Williams, L. (ed.) (2006) Teaching Academic Writing in UK Higher Education. Theories, Practices and Models. Basingstoke: Palgrave.
Gardener, S. [1985] (1992) The Long Word Club. The Development of Written Language Within Adult Fresh Start and Return to Learning Programmes. Bradford: RaPAL.
Gee, J. P. (1996) Social Linguistics and Literacies. Ideologies in Discourses. (Second edition.) Basingstoke: Falmer Press.
Geisler, C. (1994) Academic Literacy and the Nature of Expertise: reading, writing and knowing in academic philosophy. Hillsdale, NJ: Lawrence Erlbaum Associates.
Goodfellow, R. (2005) Academic literacies and e leaning: a critical approach to writing in the online university. International Journal of Educational Research 43(7/8): 481–494.
Goodfellow, R., Morgan, M., Lea, M. and Pettit, J. (2004) Students’ writing in the virtual university: an investigation into the relation between online discussion and writing for assessment on two masters courses. In I. Snyder and C. Beavis (eds) Doing Literacy Online: teaching, learning and playing in an electronic world. Hampton: Hampton Press.
Goodier, C. and Parkinson, J. P. (2005) Discipline-based academic literacy in two contexts. Journal for Language Teaching 39(1): 66–79
Goodman, K. S. (1994) Reading, writing, and written texts: a transactional sociopsycholinguistic view. In R. B. Ruddell, M. Rapp Ruddell and H. Singer (eds) Theoretical Models and Processes of Reading 1093–1130. (Fourth edition.) Newark, DE: International Reading Association.
Goodwin, C. (1994) Professional vision. American Anthropologist 96(3): 606–633.
Granville, S. and Dison, L. (2005) Thinking about thinking: integrating self reflection into an academic literacy course. Journal of English for Academic Purposes 4: 97–118.
Greenleaf, C. L., Schoenback, R., Cziko, C. and Mueller, F. L. (2001) Apprenticing adolescent readers to academic literacy. Harvard Educational Review 71(1): 79–129.
Haggis, T. (2003) Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education. British Educational Research Journal 29(1): 89–104.
Harwood, N. and Hadley, G. (2004) Demystifying institutional practices: critical pragmatism and the teaching of academic writing. English for Specific Purposes 23: 355–377.
Heath, S. B. (1983) Ways with Words. Cambridge: Cambridge University Press.
Horner, B. (1999) The ‘birth’ of basic writing. In B.Horner and Min-Zhan Lu Representing the ‘Other’. Basic Writers and the Teaching of Basic Writing 3–29. Urbana, Illinois: NCTE.
Horner, B. (2004) Critical ethnography, ethics and work: rearticulating labor. In S. G. Brown and S. I. Dobin (eds) Ethnography Unbound: from theory to critical praxis. Albany: State University of New York.
Horner B. and Lu, M. (1999) Representing the ‘Other’. Basic Writers and the Teaching of Basic Writing. Urbana, Illinois: NCTE.
Hounsell, D. (1984) Learning and essay writing. In F. Marton, D. Hounsell, N. Entwhistle (eds) The Experience of Learning. Scottish Academic Press.
Hunt, C. (2000) Therapeutic Dimensions of Autobiography in Creative Writing. London: Jessica Kingsley.
Hunt, C. and Sampson, F. (2006) Writing: self and reflexivity. London: Palgrave Macmillan.
Hyland, K. (2000) Disciplinary Discourses: social interactions in academic writing. London: Longman.
Hyland, K. (2004) Genre and Second Language Writing. Ann Arbor, MI: University of Michigan Press.
Hyland, K. (2005) Editorial. Journal of English for Academic Purposes 4(2): 97–98.
Ivani?, R. (1998) Writing and Identity. The Discoursal Construction of Identity in Academic Writing. Amsterdam: Benjamins.
Ivani?, R. (2004) Discourses of writing and learning to write. Language and Education 18(3): 220–245.
Ivani?, R. Aitchison, M. and Weldon, S. (1996) Bringing ourselves into our writing. RaPAL 28/29: 2–8.
Ivani?, R. and Lea, M. R. (2006) New contexts, new challenges: the teaching of writing in UK higher education. In L. Ganobcsik-Williams (ed.) Teaching Academic Writing in UK Higher Education: theories, practice and models. London: Palgrave/MacMillan.
Ivani?, R. and Simpson, J. (1992) Who’s who in academic writing? In N. Fairclough (ed.) Discourse and Social Change. Cambridge: Polity Press.
Johns, A. (1997) Text, Role and Context: developing academic literacies. Cambridge: Cambridge University Press.
Jones, C., Turner, J. and Street, B. (eds) (1999) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins.
Korzybski, A. (1958) Science and Sanity: an introduction to non-Aristotelian systems and general semantic. 4th ed. Lakeville, CT: International Non-Aristotelian Library.
Koutsantoni, D. (2006) Rhetorical strategies in engineering research articles and research theses: advanced academic literacy and relations of power. Journal of English for Academic Purposes 5: 19–36.
Kress, G. (1996) Representational resources and the production of subjectivity. Questions for the theoretical development of Critical Discourse Analysis in a multicultural society. In C. R. Coulthard and M. Coulthard (eds) Texts and Practices. London/New York: Routledge.
Kress, G. (1997) Before Writing: rethinking the paths to literacy. London: Routledge.
Kress, G. (2000) Multimodality. In B. Cope and M. Kalantzis (eds) Multiliteracies. Literacy Learning and the Design of Social Futures. London: Routledge.
Kress, G. (2001) Literacy in the New Media Age. London: Routledge.
Kress, G. (2007) Thinking about meaning and learning in a world of instability and multiplicity. Pedagogies. An International Journal 1: 19–34.
Kress, K. and van Leeuwen, T. (2001) Multimodal Discourse: the modes and media of contemporary communication. London: Routledge.
Kubota, R. and Lehner, A. (2004) Toward critical contrastive rhetoric. Journal of Second Language Writing 13: 7–27.
Latour, B. and Woolgar, S. (1986) Laboratory Life: the construction of scientific facts. 2nd ed. Princeton, NJ: Princeton University Press.
Lea, M. R. (2004) Academic literacies: a pedagogy for course design. Studies in Higher Education 29(6): 739–756.
Lea, M. R. and Stierer, B. (eds) (2000) Student Writing in Higher Education: new contexts. Buckingham: Society for Research into Higher Education/Open University Press.
Lea, M. R. and Street, B. (1998) Student writing in higher education: an academic literacies approach. Studies in Higher Education 23(2): 157–172.
Leung, C. (2005) Convivial communication: recontextualizing communicative competence. International Journal of Applied Linguistics 15(2): 119–143.
Lillis, T. (1997) New voices in academia? The regulative nature of academic writing conventions. Language and Education 11(3): 182–199.
Lillis, T. (2001) Student Writing: access, regulation, desire. London: Routledge.
Lillis, T. (2003) An ‘academic literacies’ approach to student writing in higher education: drawing on Bakhtin to move from ‘critique’ to ‘design’. Language and Education 17(3): 192–207.
Lillis, T. (2006) Moving towards an academic literacies pedagogy: ‘dialogues of participation’. In L. Ganobcsik-Williams (ed.) Academic Writing in Britain: theories and practices of an emerging field. Basingstoke, Hampshire: Palgrave.
Lillis, T. and Curry, M. J. (2006a) Professional academic writing by multilingual scholars: interactions with literacy brokers in the production of English medium texts. Written Communication 23(1): 3–35.
Lillis, T. and Curry, M. J. (2006b) Reframing notions of competence in scholarly writing: from individual to networked activity. Revista Canaria de Estudios Ingleses 53: 63–78.
Lillis, T and Ramsey, M. (2005) Student status and the question of choice in academic writing. In M. Herrington and A. Kendall (eds) Insights from Research and Practice. A Handbook for Adult Literacy Educators in Post Compulsory Education. NIACE.
Lillis, T. and Turner, J. (2001) Student writing in higher education: contemporary confusion, traditional concerns. Teaching in Higher Education 6(1): 57–68.
Lu, M. (1994) Professing multiculturalism: the politics of style in the contact zone. College Composition and Communication 45(4): 442–458.
Lu, M. (2004) The ethics of reading critical ethnography. In S. G. Brown and S. I. Dobrin (eds) Ethnography Unbound: from theory to critical praxis. Albany: State University of New York.
Makoni, S. and Meinhof, U. (eds) (2003) Africa and Applied Linguistics. AILA Review 16.
Malinowski, B. (1994) The problem of meaning in primitive languages. In C. K. Ogden and I. A. Richards (eds) The Meaning of Meaning 435–496. London: Routledge/ Thommes Press.
Mann, S. J. (2000) The student’s experience of reading. Higher Education 39: 297–317.
Martin, J. (1993) Literacy in science: learning to handle text as technology. In M. A. K. Halliday (ed.) Writing Science. Literacy and Discursive Power. Falmer Press: Bristol, PA.
Mauranen, A. (1993) Cultural Differences in Academic Rhetoric. Frankfurt: Peter Lang.
McKenna, C. (2005) Words, bridges and dialogue: issues of audience and addressivity in online communication. In R. Land and S. Bayne (eds) Education in Cyberspace 140–162. London: Routledge.
McKenna, C. and McAvinia, C. (2007) Difference and discontinuity – making meaning through hypertexts. Conference paper. ‘Ideas in Cyberspace Education 3: Digital Difference’. Loch Lomond.
McKinney, C. and van Pletzen, E. (2004) ‘… This apartheid story … we’ve finished with it’: student responses to the apartheid past in a South African English studies course. Teaching in Higher Education 9(2): 159–170.
Michaels, S. (1981) ‘Sharing time’: children’s narrative styles and differential access to literacy. Language in Society 10: 36–56.
Mitchell, S. (1994) The Teaching of Argument in Sixth Forms and Higher Education: final report. University of Hull: School of Education.
Mitchell, S. and Andrews, R. (eds) (2000) Learning to Argue in Higher Education. Portsmouth, NH: Boynton/Cook.
Monroe, J. (2002) Writing and Revising the Disciplines. New York: Cornell University Press.
National Committee of Inquiry into Higher Education (Dearing Report) (1997) Higher Education in the Learning Society: report of the National Committee. London: HMSO.
Newman, M., Trenchs-Parera, M. and Pujol, M. (2003) Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes 22: 45–71.
Oliver, R. (2005) Writing ‘In your own Words’: children’s use of information sources in research projects. In G. Rijlaarsdam, H. van den Bergh and M. Couzijn (eds) Effective Learning and Teaching of Writing: a handbook of writing in education. Amsterdam: Kluwer Academic Publishers.
Petraglia, J. (ed.) (1995) Reconceiving Writing, Rethinking Writing Instruction. New Jersey, Lawrence Erlbaum.
Prior, P. (1998) Writing/disciplinarity. A Sociohistoric Account of Literate Activity in the Academy. Mahwah, NJ: Lawrence Erlbaum.
Rai, L. (2004) Exploring literacy in social work education: a social practices approach to student writing. Journal of Social Work Education 40(2).
Rai, L. (2006) Owning (up to) reflective writing in social work education. Social Work Education 785–797.
Rampton, B. (2003) Retuning applied linguistics. In B. Seidlehofer (ed.) Controversies in Applied Linguistics 273–295. Oxford: Oxford University Press.
Roberts, C. (2003) Applied linguistics applied. In S. Sarangi and T. van Leuwen (eds) Applied Linguistics and Communities of Practice 132–149. London: Continuum.
Rose, M. (1989) Lives on the Boundary. New York: Penguin.
Royal Literary Fund (2006) Writing matters. In S. Davies, D. Swinburne and G. Williams (eds) The Royal Literary Fund Report on Student Writing in Higher Education. London: RLF.
Russell, D. (1997) Rethinking genre in school and society: an activity theory analysis. Written Communication 14(4): 504–554.
Russell, D. (2002) Looking beyond the interface: activity theory and distributed learning. In M. R. Lea and K. Nicoll (eds) Distributed Learning 64–82. London: Routledge.
Schlib, J. (1996) Between the Lines: relating composition theory and literary theory. Portsmouth, NH: Boynton Cook.
Schroeder, C. L. (2001) Reinventing the University: literacies and legitimacy in the postmodern academy. Logan, Utah: Utah State University Press.
Scott, M. (1999) Agency and subjectivity in student writing. In C. Jones, J. Turner and B. Street (eds) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins.
Scott, M. and Turner, J. (2005) Creativity, conformity and complexity in academic writing: tensions at the interface. In M. Baynham, A. Deignan and Go. White (eds) Applied Linguistics at the Interface. British Studies in Applied Linguistics 19.
Scott, M. (2005) Student writing, assessment and the motivated sign: finding a theory for the times. Journal of Assessment and Evaluation in Higher Education June.
Scott, P. (1995) The Meanings of Mass Higher Education. Buckingham UK: Society for Research in Higher Education and Open University Press.
Skillen, J. (2006) Teaching academic writing from the ‘centre’ in Australian universities. In L. Ganobcsik-Williams (ed.) Teaching Academic Writing in UK Higher Education. Basingstoke: Palgrave/Macmillan.
Spack, R. (1997) The acquisition of academic literacy in a second language: a longitudinal case study. Written Communication 14: 3–62.
Stierer, B. (2000) Schoolteachers as students: academic literacy and the construction of professional knowledge within master’s courses in education. In M. R. Lea and B. Stierer (eds) Student Writing in Higher Education: new contexts 179–195. Buckingham: Society for Research into Higher Education/ Open University Press.
Street, B. (1984) Literacy in Theory and Practice. London: Cambridge University Press.
Street, B. (1999) Academic literacies. In C. Jones, J. Turner and B. Street (eds) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins.
Street, B. (2003) The implications of the new literacy studies for education. In S. Goodman, T. Lillis, J. Maybin and N. Mercer (eds) Language, Literacy and Education: a reader. Stoke on Trent: Trentham Books.
Street, B. (2004) Academic literacies and the new orders: implications for research and practice in student writing in higher education. Learning and Teaching in the Social Sciences 1(1): 9–20.
Street, B. (ed.) (2005) Literacies across Educational Contexts: mediating learning and teaching. Philadelphia: Caslon Press.
Swales, J. M. (1990) Genre Analysis. Cambridge: Cambridge University Press. Swales, J. M. (2004) Research Genres. New York: Cambridge University Press.
Swales, J. M. and Feak, C. B. (2004) Academic Writing for Graduate Students. Ann Arbor: University of Michigan Press.
Taylor, G., Ballard, B., Beasley,V., Bock, H. and Nightingale, P. (1988) Literacy by Degrees. SHRE and Open University Press.
Thaiss, C. and Zawacki, T. Myers (2006) Engaged Writers Dynamic Disciplines: research on the academic writing life. Portsmouth, NH: Boynton/Cook, Heinemann.
Thesen, L. (2006) Who owns this image? Word, image and authority in the lecture. In. L. Thesen and E. Van Pletzen (eds) Academic Literacy and the Languages of Change 151–79. London, New York: Continuum.
Thesen, L. and van Pletzen, E. (2006) Academic Literacy and the Languages of Change. London, New York: Continuum.
Thompson, P. (2005) Aspects of identification and position in intertextual reference in PhD theses. In E. Tognini-Bonelli and G. Del Lungo Camiciotti (eds) Strategies in Academic Discourse 31–50. Amsterdam: John Benjamins.
Trow, M. (1973) Problems in the Transition from Elite to Mass Higher Education. Berkeley: Carnegie Commission on Higher Education
Turner, J. (2004) Academic literacy in post-colonial times: hegemonic norms and transcultural possibilities. In A. Phipps and M. Guilherme (eds) Critical Pedagogy. Political Approaches to Language and Intercultural Communication 22–32. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters.
Van Pletzen, E. (2006)A body of reading: making ‘visible’ the reading experiences of firstyear medical students. In L. Thesen and E. Van Pletzen (eds) Academic Literacy and the Languages of Change 104–29. London, New York: Continuum.
Villanueva, V. (1993) Bootstraps. From an American Academic of Color. Urbana Illinois: NCTE.
Wallerstein, I. (1991) Geopolitics and Geoculture. Cambridge, UK: Cambridge University Press.
Wenger, E. (1998) Communities of Practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
Woodword-Kron, R. (2004) Discourse communities and writing apprenticeship: an investigation of these concepts in undergraduate education students’ writing. Journal of English for Academic Purposes 3(2): 139–161.
Angelil-Carter, S. (2000) Stolen Language? Plagiarism in Writing. New York: Longman.
Aitcheson, C. and Lee, A. (2006) Research writing: problems and pedagogies. Teaching in Higher Education 11(3): 265–278.
Andrews, R. (1995) Teaching and Learning Argument. Cassell. Archer, A. (2006) A multimodal approach to academic ‘literacies’: problematising the visual/verbal divide. Language and Education 20(6): 449–462.
Attar, D. (2005) Dismay and disappointment: perspectives of inexperienced adult learners on becoming webpage readers, International Journal of Educational Research 43(7/8): 495–508.
Bakhtin, M. (1981) Discourse in the novel. In M. Holquist (ed.) The Dialogic Imagination. Four Essays by M. Bakhtin. (Translated by C. Emerson and M. Holquist.) Austin: University of Texas Press.
Ballard, B. and Clanchy, J. (1988) Literacy in the university: an ‘anthropological’ approach. In G. Taylor, B. Ballard, V. Beasley, H. K.Bock, J. Clanchy and P. Nightingale (eds) Literacy by Degrees. Milton Keynes: Society for Research into Higher Education/Open University Press.
Barton, D. and Hamilton, M. (1998) Local Literacies. London: Routledge.
Baynham, M. (1995) Literacy Practices. Investigating Literacy in Social Contexts. London: Longman.
Baynham, M. (2000) Academic writing in new and emergent discipline areas. In M. R. Lea and B. Stierer (eds) Student Writing in Higher Education: new contexts 17–31. Buckingham: The Society for Research into Higher Education/Open University Press.
Bazerman, C. (1988) Shaping Written Knowledge. Madison: University of Wisconsin Press.
Belcher, D. (2006) English for specific purposes: teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly 40: 133–156.
Belcher, D. and Connor, U. (eds) (2001) Reflections on Multiliterate Lives. Clevedon, UK: Multilingual Matters.
Benesch, S. (2001) Critical English for Academic Purposes. Mahwah, NJ: Erlbaum.
Benson, N., Guerney, S., Harrison, J. and Rimmershaw, R. (1993) The place of academic writing in whole life writing: a case study of three university students. Language and Education 7(1): 1–20.
Berkenkotter, C. and Huckin, T. N. (1995) Genre Knowledge in Disciplinary Communication: cognition/culture/power. Hillsdale NJ: Lawrence Erlbaum.
Berlin, J. (1988) Rhetoric and ideology in the writing class. College English 50(5): 477–496.
Bhabha, H. K. (1994) The Location of Culture. London: Routledge.
Bharuthram, S. and McKena, S. (2006) A writer-respondent intervention as a means of developing academic literacy. Teaching in Higher Education 11(4): 495–507.
Bizzell, P. (1992) Academic Discourse and Critical Consciousness. Pittsburgh: University of Pittsburgh Press.
Blommaert, J. (2004) Workshopping: professional vision practices and critique in discourse analysis. Gent: Academia Press.
Blommaert, J. (2005) Discourse. A Critical Introduction. Cambridge: Cambridge University Press.
Bourdieu, P. (1991) Language and Symbolic Power. (Translated by G. Raymond and M. Adamson.) Cambridge, Mass.: Polity Press.
Brown, S. G. and Dobrin, S. I. (eds) (2004) Ethnography Unbound: from theory to critical praxis. Albany: State University of New York.
Brumfit, C. (2003) How applied linguistics is the same as any other science. International Journal of Applied Linguistics 7(1): 86–94.
Canagarajah, A. S. (2002a) Critical Academic Writing and Multilingual Students. Ann Arbor: Univeristy of Michigan Press.
Canagarajah, A. S. (2002b) A Geopolitics of Academic Writing. Pittsburgh: University of Pittsburgh Press.
Candlin, C. and Plum, G. (eds) (1998) Researching Academic Literacies: framing student literacy: cross cultural aspects of communication skills in Australian university settings. Sydney: NCELTR. Macquarie University.
Candlin, C. and Plum, G. (1999) Engaging with the challenges of interdiscursivity in academic writing: researchers, students and tutors. In C. Candlin and K. Hyland (eds) Writing, Texts, Process and Practices 193–217. London: Longman.
Casanave, C. (2002) Writing Games. Multicultural case Studies of Academic Literacy Practices in Higher Education. New Jersey/London: Lawrence Erlbaum.
Chiseri-Strater, E. (1991) Academic Literacies: the public and private discourse of university students. Portsmouth, NH: Heinemann-Boynton/Cook.
Clark, R., Cottey, A., Constantinou, C. and Yeoh, O. C. (1990) Rights and obligations in student writing. Language and Power. London: Centre for Information on Language Teaching for the British Association for Applied Linguistics.
Clark, R. and Ivani?, R. (1997) The Politics of Writing. London: Routledge.
Coffield, F. (2006) Running Ever Faster Down the Wrong Road: an alternative future for education and skills. Inaugural Professorial Lecture, Institute of Education, London. 5 December.
Cope, B. and Kalantzis, M. (eds) (2000) Multiliteracies. Literacy Learning and the Design of Social Futures. London: Routledge.
Creme, P. (2003) Why can’t we allow students to be more creative? Teaching in Higher Education 8(2): 273–277.
Crowley, S. (1998) Composition in the University. Historical and Polemical Essays. Pittsburgh: University of Pittsburgh Press.
Cushman, E. (1996) The public intellectual, service learning, and activist research. College English 61 (1999): 328–36.
Curry, M. J. and Lillis, T. (2004) Multilingual scholars and the imperative to publish in English: negotiating interests, demands, and rewards. TESOL Quarterly 38(4): 663–688.
Dysthe, O. (2002) Professors as mediators of academic text cultures: an interview study with advisors and master’s degree students in three disciplines in a Norwegian university. Written Communication 19(4): 493–544.
Ede, L. (ed.) (1999) The Braddock Essays 1975–1998. Boston/New York: Bedford/St Martin’s.
Fairclough, N. (1992) Discourse and Social Change. Cambridge: Polity Press.
Fairclough, N. (1995) Critical Discourse Analysis: the critical study of language. London: Longman.
Flower, L. (1994) The Construction of Negotiated Meaning. A Social Cognitive Theory of Writing. Southern Illinois Press: Carbondale and Edwardsville.
Flowerdew, J. (2000) Discourse community, legitimate peripheral participation, and the nonnative-English-speaking scholar. TESOL Quarterly 34(1): 127–150.
Foucault, M. (2002) The Order of Things. Routledge: London.
Freire, P. [1970] (1996) Pedagogy of the Oppressed. London: Penguin.
Ganobcsik-Williams, L. (ed.) (2006) Teaching Academic Writing in UK Higher Education. Theories, Practices and Models. Basingstoke: Palgrave.
Gardener, S. [1985] (1992) The Long Word Club. The Development of Written Language Within Adult Fresh Start and Return to Learning Programmes. Bradford: RaPAL.
Gee, J. P. (1996) Social Linguistics and Literacies. Ideologies in Discourses. (Second edition.) Basingstoke: Falmer Press.
Geisler, C. (1994) Academic Literacy and the Nature of Expertise: reading, writing and knowing in academic philosophy. Hillsdale, NJ: Lawrence Erlbaum Associates.
Goodfellow, R. (2005) Academic literacies and e leaning: a critical approach to writing in the online university. International Journal of Educational Research 43(7/8): 481–494.
Goodfellow, R., Morgan, M., Lea, M. and Pettit, J. (2004) Students’ writing in the virtual university: an investigation into the relation between online discussion and writing for assessment on two masters courses. In I. Snyder and C. Beavis (eds) Doing Literacy Online: teaching, learning and playing in an electronic world. Hampton: Hampton Press.
Goodier, C. and Parkinson, J. P. (2005) Discipline-based academic literacy in two contexts. Journal for Language Teaching 39(1): 66–79
Goodman, K. S. (1994) Reading, writing, and written texts: a transactional sociopsycholinguistic view. In R. B. Ruddell, M. Rapp Ruddell and H. Singer (eds) Theoretical Models and Processes of Reading 1093–1130. (Fourth edition.) Newark, DE: International Reading Association.
Goodwin, C. (1994) Professional vision. American Anthropologist 96(3): 606–633.
Granville, S. and Dison, L. (2005) Thinking about thinking: integrating self reflection into an academic literacy course. Journal of English for Academic Purposes 4: 97–118.
Greenleaf, C. L., Schoenback, R., Cziko, C. and Mueller, F. L. (2001) Apprenticing adolescent readers to academic literacy. Harvard Educational Review 71(1): 79–129.
Haggis, T. (2003) Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education. British Educational Research Journal 29(1): 89–104.
Harwood, N. and Hadley, G. (2004) Demystifying institutional practices: critical pragmatism and the teaching of academic writing. English for Specific Purposes 23: 355–377.
Heath, S. B. (1983) Ways with Words. Cambridge: Cambridge University Press.
Horner, B. (1999) The ‘birth’ of basic writing. In B.Horner and Min-Zhan Lu Representing the ‘Other’. Basic Writers and the Teaching of Basic Writing 3–29. Urbana, Illinois: NCTE.
Horner, B. (2004) Critical ethnography, ethics and work: rearticulating labor. In S. G. Brown and S. I. Dobin (eds) Ethnography Unbound: from theory to critical praxis. Albany: State University of New York.
Horner B. and Lu, M. (1999) Representing the ‘Other’. Basic Writers and the Teaching of Basic Writing. Urbana, Illinois: NCTE.
Hounsell, D. (1984) Learning and essay writing. In F. Marton, D. Hounsell, N. Entwhistle (eds) The Experience of Learning. Scottish Academic Press.
Hunt, C. (2000) Therapeutic Dimensions of Autobiography in Creative Writing. London: Jessica Kingsley.
Hunt, C. and Sampson, F. (2006) Writing: self and reflexivity. London: Palgrave Macmillan.
Hyland, K. (2000) Disciplinary Discourses: social interactions in academic writing. London: Longman.
Hyland, K. (2004) Genre and Second Language Writing. Ann Arbor, MI: University of Michigan Press.
Hyland, K. (2005) Editorial. Journal of English for Academic Purposes 4(2): 97–98.
Ivani?, R. (1998) Writing and Identity. The Discoursal Construction of Identity in Academic Writing. Amsterdam: Benjamins.
Ivani?, R. (2004) Discourses of writing and learning to write. Language and Education 18(3): 220–245.
Ivani?, R. Aitchison, M. and Weldon, S. (1996) Bringing ourselves into our writing. RaPAL 28/29: 2–8.
Ivani?, R. and Lea, M. R. (2006) New contexts, new challenges: the teaching of writing in UK higher education. In L. Ganobcsik-Williams (ed.) Teaching Academic Writing in UK Higher Education: theories, practice and models. London: Palgrave/MacMillan.
Ivani?, R. and Simpson, J. (1992) Who’s who in academic writing? In N. Fairclough (ed.) Discourse and Social Change. Cambridge: Polity Press.
Johns, A. (1997) Text, Role and Context: developing academic literacies. Cambridge: Cambridge University Press.
Jones, C., Turner, J. and Street, B. (eds) (1999) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins.
Korzybski, A. (1958) Science and Sanity: an introduction to non-Aristotelian systems and general semantic. 4th ed. Lakeville, CT: International Non-Aristotelian Library.
Koutsantoni, D. (2006) Rhetorical strategies in engineering research articles and research theses: advanced academic literacy and relations of power. Journal of English for Academic Purposes 5: 19–36.
Kress, G. (1996) Representational resources and the production of subjectivity. Questions for the theoretical development of Critical Discourse Analysis in a multicultural society. In C. R. Coulthard and M. Coulthard (eds) Texts and Practices. London/New York: Routledge.
Kress, G. (1997) Before Writing: rethinking the paths to literacy. London: Routledge.
Kress, G. (2000) Multimodality. In B. Cope and M. Kalantzis (eds) Multiliteracies. Literacy Learning and the Design of Social Futures. London: Routledge.
Kress, G. (2001) Literacy in the New Media Age. London: Routledge.
Kress, G. (2007) Thinking about meaning and learning in a world of instability and multiplicity. Pedagogies. An International Journal 1: 19–34.
Kress, K. and van Leeuwen, T. (2001) Multimodal Discourse: the modes and media of contemporary communication. London: Routledge.
Kubota, R. and Lehner, A. (2004) Toward critical contrastive rhetoric. Journal of Second Language Writing 13: 7–27.
Latour, B. and Woolgar, S. (1986) Laboratory Life: the construction of scientific facts. 2nd ed. Princeton, NJ: Princeton University Press.
Lea, M. R. (2004) Academic literacies: a pedagogy for course design. Studies in Higher Education 29(6): 739–756.
Lea, M. R. and Stierer, B. (eds) (2000) Student Writing in Higher Education: new contexts. Buckingham: Society for Research into Higher Education/Open University Press.
Lea, M. R. and Street, B. (1998) Student writing in higher education: an academic literacies approach. Studies in Higher Education 23(2): 157–172.
Leung, C. (2005) Convivial communication: recontextualizing communicative competence. International Journal of Applied Linguistics 15(2): 119–143.
Lillis, T. (1997) New voices in academia? The regulative nature of academic writing conventions. Language and Education 11(3): 182–199.
Lillis, T. (2001) Student Writing: access, regulation, desire. London: Routledge.
Lillis, T. (2003) An ‘academic literacies’ approach to student writing in higher education: drawing on Bakhtin to move from ‘critique’ to ‘design’. Language and Education 17(3): 192–207.
Lillis, T. (2006) Moving towards an academic literacies pedagogy: ‘dialogues of participation’. In L. Ganobcsik-Williams (ed.) Academic Writing in Britain: theories and practices of an emerging field. Basingstoke, Hampshire: Palgrave.
Lillis, T. and Curry, M. J. (2006a) Professional academic writing by multilingual scholars: interactions with literacy brokers in the production of English medium texts. Written Communication 23(1): 3–35.
Lillis, T. and Curry, M. J. (2006b) Reframing notions of competence in scholarly writing: from individual to networked activity. Revista Canaria de Estudios Ingleses 53: 63–78.
Lillis, T and Ramsey, M. (2005) Student status and the question of choice in academic writing. In M. Herrington and A. Kendall (eds) Insights from Research and Practice. A Handbook for Adult Literacy Educators in Post Compulsory Education. NIACE.
Lillis, T. and Turner, J. (2001) Student writing in higher education: contemporary confusion, traditional concerns. Teaching in Higher Education 6(1): 57–68.
Lu, M. (1994) Professing multiculturalism: the politics of style in the contact zone. College Composition and Communication 45(4): 442–458.
Lu, M. (2004) The ethics of reading critical ethnography. In S. G. Brown and S. I. Dobrin (eds) Ethnography Unbound: from theory to critical praxis. Albany: State University of New York.
Makoni, S. and Meinhof, U. (eds) (2003) Africa and Applied Linguistics. AILA Review 16.
Malinowski, B. (1994) The problem of meaning in primitive languages. In C. K. Ogden and I. A. Richards (eds) The Meaning of Meaning 435–496. London: Routledge/ Thommes Press.
Mann, S. J. (2000) The student’s experience of reading. Higher Education 39: 297–317.
Martin, J. (1993) Literacy in science: learning to handle text as technology. In M. A. K. Halliday (ed.) Writing Science. Literacy and Discursive Power. Falmer Press: Bristol, PA.
Mauranen, A. (1993) Cultural Differences in Academic Rhetoric. Frankfurt: Peter Lang.
McKenna, C. (2005) Words, bridges and dialogue: issues of audience and addressivity in online communication. In R. Land and S. Bayne (eds) Education in Cyberspace 140–162. London: Routledge.
McKenna, C. and McAvinia, C. (2007) Difference and discontinuity – making meaning through hypertexts. Conference paper. ‘Ideas in Cyberspace Education 3: Digital Difference’. Loch Lomond.
McKinney, C. and van Pletzen, E. (2004) ‘… This apartheid story … we’ve finished with it’: student responses to the apartheid past in a South African English studies course. Teaching in Higher Education 9(2): 159–170.
Michaels, S. (1981) ‘Sharing time’: children’s narrative styles and differential access to literacy. Language in Society 10: 36–56.
Mitchell, S. (1994) The Teaching of Argument in Sixth Forms and Higher Education: final report. University of Hull: School of Education.
Mitchell, S. and Andrews, R. (eds) (2000) Learning to Argue in Higher Education. Portsmouth, NH: Boynton/Cook.
Monroe, J. (2002) Writing and Revising the Disciplines. New York: Cornell University Press.
National Committee of Inquiry into Higher Education (Dearing Report) (1997) Higher Education in the Learning Society: report of the National Committee. London: HMSO.
Newman, M., Trenchs-Parera, M. and Pujol, M. (2003) Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes 22: 45–71.
Oliver, R. (2005) Writing ‘In your own Words’: children’s use of information sources in research projects. In G. Rijlaarsdam, H. van den Bergh and M. Couzijn (eds) Effective Learning and Teaching of Writing: a handbook of writing in education. Amsterdam: Kluwer Academic Publishers.
Petraglia, J. (ed.) (1995) Reconceiving Writing, Rethinking Writing Instruction. New Jersey, Lawrence Erlbaum.
Prior, P. (1998) Writing/disciplinarity. A Sociohistoric Account of Literate Activity in the Academy. Mahwah, NJ: Lawrence Erlbaum.
Rai, L. (2004) Exploring literacy in social work education: a social practices approach to student writing. Journal of Social Work Education 40(2).
Rai, L. (2006) Owning (up to) reflective writing in social work education. Social Work Education 785–797.
Rampton, B. (2003) Retuning applied linguistics. In B. Seidlehofer (ed.) Controversies in Applied Linguistics 273–295. Oxford: Oxford University Press.
Roberts, C. (2003) Applied linguistics applied. In S. Sarangi and T. van Leuwen (eds) Applied Linguistics and Communities of Practice 132–149. London: Continuum.
Rose, M. (1989) Lives on the Boundary. New York: Penguin.
Royal Literary Fund (2006) Writing matters. In S. Davies, D. Swinburne and G. Williams (eds) The Royal Literary Fund Report on Student Writing in Higher Education. London: RLF.
Russell, D. (1997) Rethinking genre in school and society: an activity theory analysis. Written Communication 14(4): 504–554.
Russell, D. (2002) Looking beyond the interface: activity theory and distributed learning. In M. R. Lea and K. Nicoll (eds) Distributed Learning 64–82. London: Routledge.
Schlib, J. (1996) Between the Lines: relating composition theory and literary theory. Portsmouth, NH: Boynton Cook.
Schroeder, C. L. (2001) Reinventing the University: literacies and legitimacy in the postmodern academy. Logan, Utah: Utah State University Press.
Scott, M. (1999) Agency and subjectivity in student writing. In C. Jones, J. Turner and B. Street (eds) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins.
Scott, M. and Turner, J. (2005) Creativity, conformity and complexity in academic writing: tensions at the interface. In M. Baynham, A. Deignan and Go. White (eds) Applied Linguistics at the Interface. British Studies in Applied Linguistics 19.
Scott, M. (2005) Student writing, assessment and the motivated sign: finding a theory for the times. Journal of Assessment and Evaluation in Higher Education June.
Scott, P. (1995) The Meanings of Mass Higher Education. Buckingham UK: Society for Research in Higher Education and Open University Press.
Skillen, J. (2006) Teaching academic writing from the ‘centre’ in Australian universities. In L. Ganobcsik-Williams (ed.) Teaching Academic Writing in UK Higher Education. Basingstoke: Palgrave/Macmillan.
Spack, R. (1997) The acquisition of academic literacy in a second language: a longitudinal case study. Written Communication 14: 3–62.
Stierer, B. (2000) Schoolteachers as students: academic literacy and the construction of professional knowledge within master’s courses in education. In M. R. Lea and B. Stierer (eds) Student Writing in Higher Education: new contexts 179–195. Buckingham: Society for Research into Higher Education/ Open University Press.
Street, B. (1984) Literacy in Theory and Practice. London: Cambridge University Press.
Street, B. (1999) Academic literacies. In C. Jones, J. Turner and B. Street (eds) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins.
Street, B. (2003) The implications of the new literacy studies for education. In S. Goodman, T. Lillis, J. Maybin and N. Mercer (eds) Language, Literacy and Education: a reader. Stoke on Trent: Trentham Books.
Street, B. (2004) Academic literacies and the new orders: implications for research and practice in student writing in higher education. Learning and Teaching in the Social Sciences 1(1): 9–20.
Street, B. (ed.) (2005) Literacies across Educational Contexts: mediating learning and teaching. Philadelphia: Caslon Press.
Swales, J. M. (1990) Genre Analysis. Cambridge: Cambridge University Press. Swales, J. M. (2004) Research Genres. New York: Cambridge University Press.
Swales, J. M. and Feak, C. B. (2004) Academic Writing for Graduate Students. Ann Arbor: University of Michigan Press.
Taylor, G., Ballard, B., Beasley,V., Bock, H. and Nightingale, P. (1988) Literacy by Degrees. SHRE and Open University Press.
Thaiss, C. and Zawacki, T. Myers (2006) Engaged Writers Dynamic Disciplines: research on the academic writing life. Portsmouth, NH: Boynton/Cook, Heinemann.
Thesen, L. (2006) Who owns this image? Word, image and authority in the lecture. In. L. Thesen and E. Van Pletzen (eds) Academic Literacy and the Languages of Change 151–79. London, New York: Continuum.
Thesen, L. and van Pletzen, E. (2006) Academic Literacy and the Languages of Change. London, New York: Continuum.
Thompson, P. (2005) Aspects of identification and position in intertextual reference in PhD theses. In E. Tognini-Bonelli and G. Del Lungo Camiciotti (eds) Strategies in Academic Discourse 31–50. Amsterdam: John Benjamins.
Trow, M. (1973) Problems in the Transition from Elite to Mass Higher Education. Berkeley: Carnegie Commission on Higher Education
Turner, J. (2004) Academic literacy in post-colonial times: hegemonic norms and transcultural possibilities. In A. Phipps and M. Guilherme (eds) Critical Pedagogy. Political Approaches to Language and Intercultural Communication 22–32. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters.
Van Pletzen, E. (2006)A body of reading: making ‘visible’ the reading experiences of firstyear medical students. In L. Thesen and E. Van Pletzen (eds) Academic Literacy and the Languages of Change 104–29. London, New York: Continuum.
Villanueva, V. (1993) Bootstraps. From an American Academic of Color. Urbana Illinois: NCTE.
Wallerstein, I. (1991) Geopolitics and Geoculture. Cambridge, UK: Cambridge University Press.
Wenger, E. (1998) Communities of Practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
Woodword-Kron, R. (2004) Discourse communities and writing apprenticeship: an investigation of these concepts in undergraduate education students’ writing. Journal of English for Academic Purposes 3(2): 139–161.
Published
2015-09-14
Issue
Section
Articles
License
Equinox Publishing Ltd.
How to Cite
Lillis, T., & Scott, M. (2015). Defining academic literacies research: issues of epistemology, ideology and strategy. Journal of Applied Linguistics and Professional Practice, 4(1), 5-32. https://doi.org/10.1558/japl.v4i1.5
