• Much academic development work that is framed by academic literacies, especially that focused
    on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical,
    and procedural. This paper argues, however, that academic literacies work tends to conflate
    literacy practices with disciplinary knowledge structures, thus obscuring the structures from
    which these practices emanate. This paper demonstrates how theoretical and analytical tools
    for conceptualizing disciplinary knowledge structures can connect these with academic
    literacies development work. Using recent studies that combine academic literacies and
    theories of knowledge in novel ways, this paper will show that understanding the knowledge
    structures of different disciplines can enable academic developers to build a stronger body of
    practice. This will enable academic developers working within disciplinary contexts to more
    ably speak to the nature of coming to know in higher education.