Brokering academic literacies in a community of practice

Lynne Gornall

Abstract


This paper examines the ‘academic literacies’ approach to supporting postgraduate international students in the business school of a post-92 English university. The support service was evaluated with appreciative inquiry methods, consulting students and academics. The most helpful support, according to students and academics, came from the ‘academic literacies’ approach, which was enhanced, and enabled, because it was linked to two other ideas: communities of practice, and the learning developer as a broker.


Keywords


academic literacies; international students; community of practice; legitimate peripheral participation; learning development; study skills; brokering; deficit model; appreciative inquiry.

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ISSN: 1759-667X