Academic literacies as a theoretical underpinning for Learning Development support

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1392

Keywords:

academic literacies, learning development, impact, curriculum-based delivery

Abstract

Research into academic literacy or literacies, however the term is defined, and how the field relates to disciplinary practice, has been debated in recent decades (Lillis and Scott, 2007; Lillis, 2019). Consideration of academic literacies is also a key component of the Learning Development community as the profession has evolved and developed its own identity. Is the term defined as ‘literacy’ or ‘literacies’? Is it a core component of Learning Development practice, or is it more tied to disciplinary and curriculum-based delivery? By understanding the literature around the definition and the development and application of academic literacies, can we consider how this relates to current perceptions and understanding of the field in a Learning Development context and what impact it may have on student learning?

This workshop provided participants with the opportunity to hear about current research being undertaken by the ALDinHE research virtual Community of Practice (vCoP) to investigate our current understanding of academic literacies, how they are (or it is, if considered a singular literacy) perceived across the Learning Development community, and how we might measure its impact on our practice and student learning. For simplicity within this paper, academic literacies will be referred to as a plural form.

Due to the historical creation of Learning Development teams in response to sector changes in higher education, this workshop provided participants with the opportunity to hear about the current research on academic literacies. Participants were also able to discuss their own experiential views to develop a shared understanding of how we may apply this understanding to practice, and what the impact on our work may be. The workshop aimed to help define our understanding of academic literacies—both in terms of the literature and in practice—and take away ideas and examples of practice that we can apply in our own work.

Author Biographies

Paul Chin, University of Bath

Paul Chin is Head of Learning and Teaching in the Centre for Learning and Teaching at the University of Bath. His main research interest is peer learning, having completed his PhD in online peer learning and assessment. Paul also has an active interest in developing graduate attributes, promoting employability skills, and learning technology—as well as occasionally dabbling in other areas of Learning Development.

Kiu Sum, Southampton Solent University

Kiu Sum is a Lecturer in Nutrition in the Department of Sport and Health at Southampton Solent University. Kiu’s mixed-methods research interests include workplace nutrition, public health nutrition, and nutritional behaviour. She is also a Registered Nutritionist (Nutritional Science) with the Association for Nutrition (AfN) and a Fellow of the Higher Education Academy. Aside from nutrition, she is a pedagogy researcher focusing on student engagement and partnerships, assessments, and feedback. At ALDinHE, Kiu serves on the steering group and chairs the equality, diversity, and inclusion working group.

References

Ganobcsik-Williams, L. (2004) A report on the teaching of academic writing in UK higher education. London: Royal Literary Fund.

Hildson, J. (2011) ‘What is learning development?’, in P. Hartley, J. Hilsdon, C. Keenan, S. Sinfield and M. Verity (eds.) Learning development in higher education. Basingstoke: Palgrave Macmillan, pp.13−27.

Koromila, G. and Powell, E. (2024) ‘Decolonising in learning development’, in A. Syska and C. Buckley (eds.) How to be a learning developer in higher education: critical perspectives, community and practice. Abingdon: Routledge, pp.135−143.

Lea, M.R. and Street, B. (1998) ‘Student writing in higher education: an academic literacies approach’, Studies in Higher Education, 23(2), pp.157−72. Available at: https://doi.org/10.1080/03075079812331380364

Lillis, T. (2001) Student writing, access, regulation, desire. London: Routledge.

Lillis, T. (2019) ‘“Academic literacies”: sustaining a critical space on writing in academia’, Journal of Learning Development in Higher Education, 15, pp.1−18. Available at: https://doi.org/10.47408/jldhe.v0i15.565

Lillis, T. and Scott, M. (2007) ‘Defining academic literacies research: issues of epistemology, ideology and strategy’, Journal of Applied Linguistics, 4(1), pp.5−32. Available at: https://doi.org/10.1558/japl.v4i1.5

Warren, D. (2002) ‘Curriculum design in a context of widening participation in higher education’, Arts and Humanities in Higher Education, 1(1), pp.85−99. Available at: https://doi.org/10.1177/1474022202001001007

White, S. and Webster, H. (2023) ‘Hey you! They’re calling you Tinkerbell! What are you going to do about it?’, Journal of Learning Development in Higher Education, 29, pp.1−10. Available at: https://doi.org/10.47408/jldhe.vi29.1120

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Published

31-10-2024

How to Cite

Chin, P. and Sum, K. (2024) “Academic literacies as a theoretical underpinning for Learning Development support”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1392.