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Academic Literacy as a Graduate 
Attribute: Implications for Thinking 
about Curriculum and Professional 
Development 
NWU Scholarship of Teaching and 
Learning Conference 
October 2014 
Brenda Leibowitz
What is Academic Literacy? 
• Information literacy 
• Digital literacy 
• Numeracy 
• Visual literacy (etc) 
• Literacy v. literacies
The role of language 
Student: I think it [English] has been a block to my understanding, 
depends also now on what it is, what type of thing it is that I am reading 
or that I am writing about. If it is a factual thing, if you get something in 
class that you have to read, then it usually takes me two or three times to 
really read through it and understand what is going on. But if it is not a 
factual thing but something interesting, then it doesn't take that long for 
me to understand. ... 
Researcher: And writing essays in English? 
Student: Also depends on the type of topic. Factual things take quite a 
long time really for me to understand and know what I am talking about, 
unless it is something I have heard people spoke to me about in class or 
something and then I can relate to what I have heard and what is in the 
book. (Leibowitz 2010: 159). 
The way I analyse things is different from the way my lecturers analyse 
things. This is always the case, even in Xhosa, so I can’t say English is the 
barrier (Leibowitz 2010:161).
How is AL a Graduate Attribute? 
• An outcome 
– Can write essays 
– Can write journal articles/research pieces 
• A foundational component (necessary to 
learn) 
• To be separated from: eg professional 
communication
Implications for Curriculum Design 
Literacies are practices rather than purely skills 
Through the way in which we were brought up I did get a lot of … a lot of academic 
debate, … you have to articulate your argument clearly … if things are different then you 
have to show that they're different and not start muddling things … and that part of 
being education [is typical] in this department. (Leibowitz 2009:269). 
I had a Mikano set from when I was small which surely had an influence. You had an 
electronic set that you could build things with and then pull apart and then build 
something else and so on, and I played with the thing and I was absolutely fascinated 
with the things and it took me a while before I could afford such a thing, but I got one 
and then began to build it. Sometimes it worked and sometimes it did not. And the other 
thing that I remember well, my uncle was a Professor at Wits and he tells the story of 
how as a child he had a crystal set that you could use to build a radio ... and he came to 
visit us and he brought the crystal thing to show me but he could not remember how the 
thing worked and then I tried build it.
Implications for Curriculum Design 
• Language and academic literacy are 
embedded in negotiating knowledge 
• An integrated approach is the most desirable 
• Pragmatism is however desirable
Implications for Design 
• Practice based v. teaching about 
• Ecological apprenticeship: 
“apprenticeship in applied settings, access to 
empowering modes of discourse, guided 
instruction that leads to self-regulated learning, 
and understanding learning in cultural-historical 
contexts” (Gutierrez et al, 2009: 223)
• Academic literacy is NOT purely a first-year 
concern 
MBCHB 
graduate 
MBCHB 
graduat 
e
Academic literacy - transitions 
I was very frustrated [at the new university] 
and said to myself, ‘Well, I’ve been four 
years at [the first university] but never, I 
have never had someone who marked my 
paper like this’ and to start all over again, 
it’s very difficult. 
(Leibowitz, 2010:96)
Academic Literacy is not 100% 
Sequenced 
For example it is often argued that an 
extroverted person is well-suited to 
language learning. However research does 
not always support this conclusion. Mr 
Kruger’s reader 1995 p. 37) I have a weighty 
support with argument that an extroverted 
person is well-suited to language learning. 
After matric I went out to seek a job … 
(Leibowitz 2010, p. 185)
Implications for Professional 
Development 
• Lecturers should be 
trained/supported: 
– To become more conscious 
of the conventions of their 
disciplines 
– How to foster the academic 
literacy of their students 
– To themselves write 
successfully
Resources 
Barrie S. 2004. A research-based approach to generic graduate attributes policy. Higher Education Research and 
Development, 23(3):261-275. 
Gutierrez K., Morales P. & Martinez, D. 2009. Remediating literacy: Culture, difference, and learning for students from 
nondominant communities. In: V. Gadsden, J. Davis & A. Artiles (eds) Review of Research in Education, 33. 212-245. 
Halliday M. 1994. Language as social semiotic. In: J. Maybin (ed.) Language and literacy in social practices. Avon: 
Multilingual Matters. 
Heath, S. B. 1983. Ways with Words. Cambridge University Press. 
Ivanič R., Edwards R., Barton D., Martin-Jones M., Fowler Z., Hughes B., Mannion G., Miller K., Satchwell C. & Smith J. 
2009. Improving learning in college: Rethinking literacies across the curriculum. New York: Routledge. 
Leibowitz B. 2013. Attention to Student Writing in Postgraduate Health Science Education: Whose Task is It – or Rather, 
How? Journal of Academic Writing, 3 (1) 30 – 41 
Leibowitz, B. (2011) Academic literacy as a graduate attribute: Implications for thinking about ‘curriculum’. In: E. Bitzer 
and N. Botha (Eds) Curriculum inquiry in South African higher education: Scholarly affirmations and challenges. Sun 
Media.213 – 228. ISBN: 978-1-920338-64-0 
Leibowitz B. 2010. The significance of academic literacy in higher education. Saarbrucken: Lambert Academic 
Publishers. 
Leibowitz, B. (2009) What’s Inside the Suitcases? An investigation into the powerful resources students and lecturers 
bring to teaching and learning. Higher Education Research and Development, 25 (3) 261 – 274. 
Leibowitz, B. (2005) Learning in an additional language in a multilingual society: A South African case study on 
university-level writing. TESOL Quarterly, 39 (4) 661-681. 
Lillis T. & Scott M. 2008. Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of 
Applied Linguistics, 4(1): 5-32. 
Mehlenbacher B. 2010. Instruction and technology: Designs for everyday learning. Cambridge: MIT Press.

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Academic Literacy as a Graduate Attribute: Implications for Thinking about Curriculum and Professional Development

  • 1. Academic Literacy as a Graduate Attribute: Implications for Thinking about Curriculum and Professional Development NWU Scholarship of Teaching and Learning Conference October 2014 Brenda Leibowitz
  • 2. What is Academic Literacy? • Information literacy • Digital literacy • Numeracy • Visual literacy (etc) • Literacy v. literacies
  • 3. The role of language Student: I think it [English] has been a block to my understanding, depends also now on what it is, what type of thing it is that I am reading or that I am writing about. If it is a factual thing, if you get something in class that you have to read, then it usually takes me two or three times to really read through it and understand what is going on. But if it is not a factual thing but something interesting, then it doesn't take that long for me to understand. ... Researcher: And writing essays in English? Student: Also depends on the type of topic. Factual things take quite a long time really for me to understand and know what I am talking about, unless it is something I have heard people spoke to me about in class or something and then I can relate to what I have heard and what is in the book. (Leibowitz 2010: 159). The way I analyse things is different from the way my lecturers analyse things. This is always the case, even in Xhosa, so I can’t say English is the barrier (Leibowitz 2010:161).
  • 4. How is AL a Graduate Attribute? • An outcome – Can write essays – Can write journal articles/research pieces • A foundational component (necessary to learn) • To be separated from: eg professional communication
  • 5. Implications for Curriculum Design Literacies are practices rather than purely skills Through the way in which we were brought up I did get a lot of … a lot of academic debate, … you have to articulate your argument clearly … if things are different then you have to show that they're different and not start muddling things … and that part of being education [is typical] in this department. (Leibowitz 2009:269). I had a Mikano set from when I was small which surely had an influence. You had an electronic set that you could build things with and then pull apart and then build something else and so on, and I played with the thing and I was absolutely fascinated with the things and it took me a while before I could afford such a thing, but I got one and then began to build it. Sometimes it worked and sometimes it did not. And the other thing that I remember well, my uncle was a Professor at Wits and he tells the story of how as a child he had a crystal set that you could use to build a radio ... and he came to visit us and he brought the crystal thing to show me but he could not remember how the thing worked and then I tried build it.
  • 6. Implications for Curriculum Design • Language and academic literacy are embedded in negotiating knowledge • An integrated approach is the most desirable • Pragmatism is however desirable
  • 7. Implications for Design • Practice based v. teaching about • Ecological apprenticeship: “apprenticeship in applied settings, access to empowering modes of discourse, guided instruction that leads to self-regulated learning, and understanding learning in cultural-historical contexts” (Gutierrez et al, 2009: 223)
  • 8. • Academic literacy is NOT purely a first-year concern MBCHB graduate MBCHB graduat e
  • 9. Academic literacy - transitions I was very frustrated [at the new university] and said to myself, ‘Well, I’ve been four years at [the first university] but never, I have never had someone who marked my paper like this’ and to start all over again, it’s very difficult. (Leibowitz, 2010:96)
  • 10. Academic Literacy is not 100% Sequenced For example it is often argued that an extroverted person is well-suited to language learning. However research does not always support this conclusion. Mr Kruger’s reader 1995 p. 37) I have a weighty support with argument that an extroverted person is well-suited to language learning. After matric I went out to seek a job … (Leibowitz 2010, p. 185)
  • 11. Implications for Professional Development • Lecturers should be trained/supported: – To become more conscious of the conventions of their disciplines – How to foster the academic literacy of their students – To themselves write successfully
  • 12. Resources Barrie S. 2004. A research-based approach to generic graduate attributes policy. Higher Education Research and Development, 23(3):261-275. Gutierrez K., Morales P. & Martinez, D. 2009. Remediating literacy: Culture, difference, and learning for students from nondominant communities. In: V. Gadsden, J. Davis & A. Artiles (eds) Review of Research in Education, 33. 212-245. Halliday M. 1994. Language as social semiotic. In: J. Maybin (ed.) Language and literacy in social practices. Avon: Multilingual Matters. Heath, S. B. 1983. Ways with Words. Cambridge University Press. Ivanič R., Edwards R., Barton D., Martin-Jones M., Fowler Z., Hughes B., Mannion G., Miller K., Satchwell C. & Smith J. 2009. Improving learning in college: Rethinking literacies across the curriculum. New York: Routledge. Leibowitz B. 2013. Attention to Student Writing in Postgraduate Health Science Education: Whose Task is It – or Rather, How? Journal of Academic Writing, 3 (1) 30 – 41 Leibowitz, B. (2011) Academic literacy as a graduate attribute: Implications for thinking about ‘curriculum’. In: E. Bitzer and N. Botha (Eds) Curriculum inquiry in South African higher education: Scholarly affirmations and challenges. Sun Media.213 – 228. ISBN: 978-1-920338-64-0 Leibowitz B. 2010. The significance of academic literacy in higher education. Saarbrucken: Lambert Academic Publishers. Leibowitz, B. (2009) What’s Inside the Suitcases? An investigation into the powerful resources students and lecturers bring to teaching and learning. Higher Education Research and Development, 25 (3) 261 – 274. Leibowitz, B. (2005) Learning in an additional language in a multilingual society: A South African case study on university-level writing. TESOL Quarterly, 39 (4) 661-681. Lillis T. & Scott M. 2008. Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1): 5-32. Mehlenbacher B. 2010. Instruction and technology: Designs for everyday learning. Cambridge: MIT Press.

Hinweis der Redaktion

  1. Ivanic et al describe academic literacy as “the particular ways of reading and writing which helps students in their learning” (2009:49) Mehlenbacher cites Warshauer (2002) to distinguish between four kinds of literacy: computer, domain (relating to content and the disciplines); textual and visual literacy. Lillis and ivanic et al refer to academic ‘literacies’ to suggest that there is more than one kind, depending on the context What is most important, is that when a student sits down to undertake a task, these elements are NOT separate. They are part of one practice. We should only separate them out for analytic, and perhaps pedagogic purposes.
  2. It is evident that language as in English, Afrikaans or IsiXhosa is a necessary component of academic literacy, but not sufficient (Leibowitz, 2005). Thus learning in the mother tongue is not a full solution to the issue of academic literacy acquisition. The matter is more complex, involving mainly academic discourse, as these quotes illustrate.
  3. Simon Barry (2004) talks of the four conceptions of graduate attributes of lecturers: precursor, complimentary, translational and enabling. One could argue that AL is all four?
  4. You could argue that there is something about AL that is a SKILL in the sense of “SKILLFULL”, a craft but: The word ‘practice’ implies context, function, interaction with others and with materials. It helps to explain how people acquire literacy in different contexts. Heath talks about literacy events and literacy practices, which are situated in contexts; Halliday explains why context and function are so important in language use, thus that we learn how to use language in practice
  5. The previous presentation spoke about the importance of knowledge v. skills – with regard to AL this is a non-issue, because it does not make sense to separate the two. And to teach ABOUT is not the same. Some students like learning about, learning rules and forms, but I do not think they are in the majority. In addition, even if you learn about, you still need opportunities to practise what you learn My research with Mphil students (2013 and in preparation) shows that lecturers can play a huge role with regard to writing and language, and do so more often than the writing and academic literacy experts may credit. In this research, I suggest that rather than expertise regarding language, it is issues of time, availability and interaction style, that differs, with respect to the lecturer, the peer and the writing centre tutor, when it comes to feedback to writing texts. Despite the fact that the ideal is for all lecturers to be responsible for their students’ academic literacy, the truth is there are occasions where this does not occur because of capacity of one sort or another. On these occasions an academic literacy module might be a temporary solution. Even then, a partnership between a lecturer and a language/academic literacy practitioner might be better.
  6. This example is of MPHil students – highly qualified in other words, graduates in various aspects of the health science and now doing masters, and how even here, language or written assignments intimidate them.
  7. This is an example of someone for whom academic literacy became an issue when she changed universities to do an Honours. This was the point at which a transition was most poignant.
  8. Not all students acquire academic literacy in the same way. This is a first-year student who has ‘gotten’ the idea and purpose of academic literacy (many others in his class did not) but his surface features eg. langauge and spelling, are in need of attention. So the aspects of literacy are acquired in an unstable or ‘wobbly’ manner.
  9. Writing successfully, would make them able to role model academic literacy for their students