• Teaching academic reading as a disciplinary knowledge practice in higher education

    Author(s):
    Sharita Bharuthram, Sherran Clarence (see profile)
    Date:
    2017
    Subject(s):
    Academe, Education
    Item Type:
    Article
    Tag(s):
    academic writing, critical thinking, Higher education, reading
    Permanent URL:
    http://dx.doi.org/10.17613/M6DW63
    Abstract:
    Many university lecturers expect students to be able to read disciplinary texts at the appropriate levels, and reflect critically and multidimensionally on those texts, yet are often frustrated by many students’ lack of ability to do so satisfactorily. While there is much research to suggest that academic writing needs to be taught within the disciplines as a practice linked to disciplinary knowledge, there is less research to make the same claims about academic reading, which is often referred to, rather, as a ‘skill’. This article argues for an overt focus on critical academic reading as part of disciplinary teaching and learning, and draws on a case study and lecturers' responses to questions on critical reading to show how an academic literacies and knowledge-focused approach can be useful to lecturers trying to help their students read in the disciplines.
    Metadata:
    Published as:
    Journal Article
    Publisher:
    UNISA Press
    Journal:
    South African Journal of Higher Education
    Volume:
    29
    Issue:
    2
    Start Page:
    42
    End Page:
    55
    Status:
    Published
    Last Updated:
    4 months ago
    License:
    Attribution-NonCommercial

    Downloads

    Item Name: pdf sajhe-article-sb-sc.pdf
      Download View in browser
    Activity: Downloads: 2