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Lecturers' text competencies and guidance towards academic literacy

Greek, Marit; Jonsmoen, Kari Mari
Peer reviewed, Journal article
Accepted version
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Postprint. Embargo 2017-11-24 (739.6Kb)
URI
https://hdl.handle.net/10642/4689
Date
2016-05-24
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Original version
Educational Action Research 2016, 24(2)   http://doi.org/10.1080/09650792.2016.1178156
Abstract
Embedding academic literacy into the curriculum and regular

subject teaching has received little attention in Norwegian higher

education (HE). The present article, drawing on the findings of

two studies carried out in 2013/14, seeks to amend this. The first

study, an action research study, exposes how lecturers in one of

the faculties at Oslo and Akershus University College perceive their

role in teaching and guiding students’ discipline-specific literacy,

in particular academic writing. Collaborating with the faculty in a

joint action research project, we seek to empower the lecturers, and

develop pedagogical methods that are suitable for academic literacy

teaching and guidance, and thereby make a change in the institution.

The second study analyzes the academic literacy skills and knowledge

of new students. We follow students in their final semester in upper

secondary school, and identify how they are prepared for academic

literacy in HE. Together, the studies reveal that despite the students’

preparation for higher studies, they are not fully qualified for meeting

the demands of academic literacy. When entering HE, the students

are still in need of guidance to establish textual meta-perspectives

and to develop relevant disciplinary literacy practices. However, the

lecturers are neither fully qualified for nor willing to include this topic

in their content teaching.
Publisher
Taylor & Francis

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