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ITL - International Journal of Applied Linguistics
Vol. 159 (2010) ► pp.1–26

A Student Perspective on Academic Literacy

| Universiteit Antwerpen,
Becoming academically literate involves two main parties: teaching staff and students. Previous research (Belcher, 1994; Cotton, 2004; Van de Poel & Brunfaut, 2004) has indicated that a discrepancy exists between the interpretations of and expectations about academic literacy of teaching staff on the one hand and students on the other. The different interpretations of academic literacy and the lived experiences of both parties need to be identified before the existing discrepancy between the concept as used by teaching staff and students can be narrowed or even bridged. This article is based on the results of a study conducted at the University of Antwerp in 2009. It aims to shed light on the students’ interpretation of academic literacy and integrate the student perspective in a definition of academic literacy.
Published online: 1 January 2010
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https://doi.org/10.1075/itl.159.01ryc
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Cited by (1)

Cited by one other publication

Van de Poel, Kris & Jessica Gasiorek
2012. Effects of an efficacy-focused approach to academic writing on students' perceptions of themselves as writers. Journal of English for Academic Purposes 11:4 ► pp. 294 ff. DOI logo

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