How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude

Abstract

Abstracthis study explored faculty conceptions about reading and writing, the student body, reasons for student lowperformance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. he objective was to understand what type of professors' conceptions contributed with a more inclusive attitude towards irst-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. hose who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not ofer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.

Academic literacy program implementation in an Ecuadorian University: a multinomial logit approach

“…However, there is a controversy among university teachers about the inclusion of academic literacy in higher education (Waigandt et al, 2016). Through in-depth interviews Colombo, Prior, Colombo, and Prior (2016) found that a group of teachers is aware of the importance of academic literacy and has a positive attitude to their teaching while the other group argues that students of these education level must already perform critical reading and writing skills.…”

EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia

“…Looking at this gap, there is a need to examine the underlying conceptions of teaching critical reading enacted by tertiary EFL teachers, particularly in the Indonesian EFL context. In other words, investigating values underpinning the teaching of critical reading and examining the underlying assumptions that shape what teachers do in teaching critical reading are important in order to set an ideological stance about teaching critical reading and how it is performed in EFL settings (Colombo & Prior, 2016).…”

Diseño, Implementación y Evaluación del Programa Transversal de Alfabetización Académica Lector-es

“…Por esta razón, el programa se fundamenta en el enfoque de la enseñanza en contexto(Carlino, 2013), lo que significa incluir la enseñanza de la lectura de los géneros discursivos asociados al campo académico y al profesional (Calle Arango, 2018; Sánchez Upegui, 2016) en las asignaturas del área de formación disciplinar y de profundización. Igualmente, se apoya en el principio de la lectura en función epistémica como actividad estratégica para pensar y aprender(Colombo y Prior, 2016;Solé, 2012) y como práctica sociocultural(Santos, 2016).En este sentido, el programa no solo se ocupa de la enseñanza de la lectura y del aprendizaje de los contenidos, sino también de la participación de los estudiantes en "actividades similares a las que realizan los especialistas de cada disciplina, para que logren un aprendizaje profundo de los conocimientos disciplinares para que puedan, a su vez, transformar y producir nuevo conocimiento"(Moje, 2007y 2008, citado en López- Bonilla, 2013. Lo anterior, para contribuir con el fortalecimiento de una de las competencias básicas y fundamentales del maestro como es la de "enseñar, la cual hace referencia a "comprender, formular y usar la didáctica de las disciplinas con el propósito de favorecer los aprendizajes de los estudiantes y con ellos el desarrollo de las competencias propias del perfil profesional"(MEN, 2014).…”