Making inter-disciplinary spaces for talk about and change in student writing and literacy development
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Date
2012
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
This paper discusses the role of a writing centre in creating spaces for talk about
and change in disciplinary writing pedagogy. It asks how collaborative partnerships
between disciplinary academics and Writing Centre practitioners might
be established and nurtured sustainably. Drawing on insights from two collaborations
with academics in political studies and law, the article asserts that writing
centre practitioners play a valuable role in talking about and changing the way
academic writing and literacy is taught in the disciplines. This is shown by working
consistently with the understanding that critical reading, thinking and writing are
literacy acts rather than generic skills and must therefore be learned and practiced
in the disciplines. By supporting disciplinary academics in re-examining course
outcomes, materials and assessments, and moving away from a ‘skills approach’ to
writing, it is shown that building discipline-specific spaces for writing and literacy
development is possible through these collaborative partnerships.
Description
Keywords
Academic literacies, Collaborative partnerships, Disciplinary writing, Student writing development
Citation
Clarence, J. (2012). Making inter-disciplinary spaces for talk about and change in student writing and literacy development. Teaching in Higher Education, 17(2): 127-137