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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Afflerbach, P. (2009). Verbal reports and protocol analysis. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research, volume III (pp. 163–179). New York: Routledge.
Alexander, P. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32, 10–14.
Bakhtin, M. (1935/1981). In M. Holquist (Ed.), The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.
Baynham, M., & Prinsloo, M. (2009). Introduction. In M. Baynham & M. Prinsloo (Eds.), The future of literacy studies (pp. 1–20). New York: Palgrave Macmillan.
Bloome, D., Carter, S., Christian, B., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events A Microethnographic approach. Mahwah, NJ: Erlbaum.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
Castanheira, M. L., Street, B., & Carvalho, G. T. (2015). Navigating across academic contexts: Campo and Angolan students in a Brazilian university. Pedagogies. An International Journal, 10, 70–85.
Duff, P. (2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 30, 169–192.
Egan-Robertson, A. (1998). Learning about culture, language, and power: Understanding relationships among personhood, literacy practices, and intertextuality. Journal of Literacy Research, 30, 449–487.
Geisler, C. (2013). Academic literacy and the nature of expertise: Reading, writing, and knowing in academic philosophy. Routledge.
Goldman, S. R., & Bloome, D. (1997). Learning to construct and integrate. In A. F. Healy (Ed.), Experimental cognitive psychology and its applications: Festshrift in honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer (pp. 169–182). Washington, DC: American Psychological Association.
Goldman, S. R., Britt, A., Bown, W., Cribb, G., George, M., Greenleaf, C., et al. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51, 219–246.
Gutierrez, K. (2008). Developing a sociocritical literacy in third space. Reading Research Quarterly, 43, 148–164.
Ivanic, R. (1998). Writing and identity. The discoursal construction of identity in academic writing. Amsterdam and Philadelphia: John Benjamins.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Lea, M. A., & Street, B. (2006). The ‘academic literacies’ model: Theory and applications. Theory into Practice, 45, 368–377.
Lea, M. R., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157–172.
Lillis, T., Harrington, K., Lea, M., & Mitchell, S. (Eds.). (2015). Working with academic literacies. Case studies towards transformative practice. Fort Collins, CO: The WAC Clearinghouse.
Lillis, T., & Scott, M. (2007). Defining academic literacies research: Issues of epistemologies, ideology and strategy. Journal of Applied Linguistics, 41, 5–32.
Newell, G., Bloome, D., Hirvela, A., Van Der Heide, J., Wynhoff Olsen, A., & Lin, T.-J. (with Buescher, E., Goff, B., Kim, M., Ryu, S., & Weyand, L.). (2015). Teaching and learning argumentative writing in high school English language arts classrooms. New York: Routledge.
Prior, P., & Bilbro, R. (2012). Academic enculturation: Developing literate practices and disciplinary identities. In M. Castelló & C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 19–31). Brill. Retrieved July 13, 2016, from http://booksandjournals.brillonline.com/content/books/b9781780523873s003
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Russel, D. R., Lea, M., Parker, J., Street, B., & Donahue, T. (2009). Exploring notions of genre in “academic literacies” and “writing across the curriculum”: Approaches across countries and contexts. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 395–423). Fort Collins, CO: The WAC Clearinghouse/Parlor Press.
Scardamalia, M., & Bereiter, C. (1991). Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172–194). Cambridge, UK: Cambridge University Press.
Schieffelin, B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163–191.
Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines. Journal of Literacy Research, 43(4), 393–429.
Street, B. (1995). Social literacies: Critical approaches to literacy in development, education and ethnography. London: Longman.
Street, B. (2000). Literacy events and literacy practices: Theory and practice in the ‘New Literacy Studies’. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies: Reading and writing different worlds (pp. 17–30). Philadelphia: John Benjamins Publishing Company.
Street, B. (2015). Academic writing: Theory and practice. Journal of Educational Issues, 1, 110–116.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Williams, R. (1977). Marxism and literature. Oxford: Oxford University Press.
Wingate, U. (2015). Academic literacy and student diversity: The case for inclusive practice. Bristol: Multilingual Matters.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
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
Download citation
DOI: https://doi.org/10.1057/978-1-137-59900-1_41
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-59899-8
Online ISBN: 978-1-137-59900-1
eBook Packages: Social SciencesSocial Sciences (R0)