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Dear colleagues,

 

JLDHE special edition on Academic Literacies - additional call for peer-reviewers

 

Following an omission from the call last week and a couple of late submissions, we are now seeking offers to undertake blind peer-reviews of the following submissions to the JLDHE (Journal of Learning Development in Higher Education) special edition on Academic Literacies to be published in the autumn of 2019.

 

Paper title

Extract from the Abstract (shared with permission)

Person to contact

Brokering academic literacies in a community of practice

 

 

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.

John Hilsdon

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Positioning an Academic Literacies Framework in a 21st Century Context – Case study of a university Pre Sessional course

 

 

Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and Academic Literacies approaches, as originally conceptualised by Lea and Street (1998). However a recurring cause of concern for the latter has been its perceived lack of focus on pedagogy with more of a focus on construction of text (Lea, 2004). Theresa Lillis (2003) highlights another concern being the lack of “a design frame (Kress, 1998, 2000)” which can harness synergy between theory and practice. As such, the great strength of Academic Literacy from a theoretical perspective can simultaneously be perceived as an Achilles Heel in “the thick of classroom practice” (Pierson & Borthwick, 2010, p. 130). Consequently, examples of sustained academic literacies approaches in practice are rare. This paper argues for EAP acting as a fulcrum between theory and practice and provides one instance of enacting Academic Literacies approaches in the practical context of a Pre Sessional course in a post-92 university.

John Hilsdon

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Textography: bringing together textual analysis from EAP and ethnography from Academic Literacies

 

 

This paper introduces and reviews the use of textography as a research method. It defines textography as a research method that combines textual analysis and ethnographic methods to investigate contexts, texts and practices. This article also introduces different textography contexts: university, schools and businesses. It also identifies three key features and benefits of textographies for learning development and English for Academic Purposes practitioners. Firstly, textographies combine textual analysis and ethnographic methods to enhance data and address criticisms of using either method in complete isolation. Secondly, textographies can incorporate a diverse range of texts, including multimodal texts, providing a more holistic view of textual practices within the context. Additionally, textographies are versatile and can be used to investigate differing contexts from online/virtual textographies, or unobtrusive textographies within the physical context, to insider textographies, or co-created textographies. Finally, the paper suggests some future applications of the method for both learning developers and EAP practitioners.

John Hilsdon

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If you would like to undertake a review of any of these papers, please email the designated contact person above (not the whole list) within seven days including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience in acting as a peer reviewer for academic papers, or as an author or researcher in the field. Please also join our register of reviewers and list your interests here. New reviewers are welcome! The editors will then select reviewers and inform those involved.

 

NB: it is essential to be respectful of the writers of submissions to our journal, the more so when they are at draft stages, so please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.

 

Thank you and we look forward to hearing from you!

 

With best wishes on behalf of the joint editorial board,

 

John Hilsdon

  

Sarah Brewer [log in to unmask]

Steven Briggs [log in to unmask]

Christopher Drew [log in to unmask]

Sue Eccles [log in to unmask]

Andy Hagyard [log in to unmask]

John Hilsdon [log in to unmask]

Christina Howell-Richardson [log in to unmask]

Mick Kavanagh [log in to unmask]

Malone, Cathy [log in to unmask]

Craig Morley [log in to unmask] 

Gita Sedghi [log in to unmask]

Alicja Syska [log in to unmask]

John Wrigglesworth [log in to unmask] 

 

http://journal.aldinhe.ac.uk

 

 

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http://journal.aldinhe.ac.uk

 

 

 


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This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, University of Plymouth accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. University of Plymouth does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form. _________________________________________________________________ To unsubscribe login to https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=EATAW You find the 'Unsubscribe' button in the blue 'Options bar'