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African Higher Education Research Online - Cracking the code of academic literacy: An ideological task

   

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Cracking the code of academic literacy: An ideological task

McKenna, Sioux

Abstract:

‘Cracking the code’ (Ballard and Clanchy, 1988) of academic literacy, be it for the purposes of a first-year essay or for a presentation at a seminar for fellow academics (such as this one), is an essential criterion of success within higher education. If I fail to crack the code and use the appropriate literacy practices, I do not have a ‘voice’, or at least not one which will be listened to by those adept in the specific literacy practices deemed appropriate in this context. Those fluent in any particular literacy can be thought of as members of a tribe (Becher and Trowler, 2001) with clear expectations of ‘wannabe’ tribe members, not least of which is some level of proficiency in the tribe’s literacy practices. This paper considers this idea in more detail before discussing what the implications might be for students entering higher education.

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Chapter Title: Cracking the code of academic literacy: An ideological task
Book Title: Beyond the university gates: Provision of Extended Curriculum Programmes in South Africa
Edited by: Catherine Hutchings and James Garraway
City: Grahamstown
Publisher: Rhodes University
No. of Pages: 8-15


Date:2010
Document Type:Chapter in Book (Not Peer Reviewed)
Subject Area:Teaching and Learning
Country:South Africa
Keywords:Academic Literacy


File Size:2.1 MB
Rights:Author
Date Added:08 March 2011


McKenna, Sioux (2010). Cracking the code of academic literacy: An ideological task

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