Abstract
This chapter discusses how three theoretical perspectives of learning to use written language in academic domains each frame a logic of inquiry for conducting research. The first perspective, academic literacy, focuses on identification and acquisition of underlying, autonomous, cognitive processes and strategies associated with expert use of written language in and across academic domains. The second perspective, academic literacies as academic socialization, asks how social practices involving the use of written language vary across social contexts and how literacy practices within an academic community are acquired. The third perspective, academic literacies as chronotopic, dialectical social practices, views academic literacy practices as continuously being refracted and recontextualized to address new and evolving situations, influencing meaning-making. Juxtaposing the three perspectives creates a series of tensions that researchers need to address in crafting a logic-of-inquiry on the use of written language in academic learning.
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Bloome, D., Carvalho, G.T., Ryu, S. (2018). Researching Academic Literacies. In: Phakiti, A., De Costa, P., Plonsky, L., Starfield, S. (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59900-1_41
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