Out of the Writing Centre and into the Classroom: Academic Literacies in Action

Abstract

Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration with faculty can create the dialogic space to move the work of academic literacies development into the classroom. This paper describes three collaborative projects in business, science, and arts disciplines to move instruction in academic literacies from a supplemental, outside of class model to an embedded, in-class delivery. Working towards collaborative projects enhances opportunities for writing centre professionals to impact their institutions while remaining flexible in delivering support in a variety of modes. These collaborative projects enhance the professional development of both teaching faculty and writing centre professionals, allowing both parties to gain insight on the often-implicit processes of thinking, using information, and writing that distinguish disciplines from one another.

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

“…These courses and seminars are not always compulsory and vary by nature (e.g., Aull, 2015;Brent, 2005;Murray & Wolf, 2016). It is important to note that differences in the approaches to these kinds of courses (and more generally, writing and academic literacies instruction/facilitation) are highlighted and debated in the literature (e.g., Artemeva & Freedman, 2008;Bazerman et al, 2005;Brent, 2005;Cox, 2011;Freedman, 1987Freedman, , 1997Hall & Navarro, 2011;Hathaway, 2015;Hyland, 2007;Jones et al, 1999;Kerr & Amicucci, 2020;Page, 2020;Thaiss et al, 2012). Some suggest that courses that scaffold first-year students in academic literacies skills could help to alleviate the constraint of the lack of preparedness that some students feel when it comes to reading and writing at the university level documented in the literature (e.g., Skinner, 2014;Wilson et al, 2017).…”