Knowledge making practices as vehicles for teaching academic literacy

Bente Kristiansen


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.


academic literacy; academic writing; knowledge-making practices; discourse communities; teaching academic writing.

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ISSN: 1759-667X