Academic literacy as a graduate attribute: implications for thinking about curriculum
CITATION: Leibowitz, B. 2011. Academic Literacy as a Graduate Attribute: Implications for Thinking about 'Curriculum', in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 213-227. doi:10.18820/9781920338671/10.
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
Chapters in Books
INTRODUCTION: This chapter is set within the current focus on graduate attributes. These are qualities which students require in order to study at university, as well as and more typically, the attributes that students require in order to graduate as competent and meaningfully engaged members of society. The particular subset of attributes on which the chapter focuses covers approaches towards academic literacy, broadly understood as encompassing writing and reading, digital literacy and information literacy. I locate my understanding of academic literacy within what is broadly referred to as a ‘situated literacies’ approach and trace the implications of this approach for curriculum design and for research into the curriculum. In order to substantiate many of the claims in this chapter, I provide examples from various studies conducted while being involved in research and development work on language across the curriculum at the University of the Western Cape (UWC), and from research into language, biography and identity I have conducted while working at Stellenbosch University. I draw from the international literature, as well as from South African literature, which has its own trajectory and concern to respond to the educational, racial and linguistically saturated divisions and inequities of our past. This chapter makes a strong argument for an understanding of graduate attributes in general – and of academic literacy in particular – as practices deeply embedded in the disciplines. For pragmatic reasons, it might be necessary to provide for stand-alone approaches towards the facilitation of academic literacy amongst students. With regard to the broader concept of graduate attributes, I ask whether the kinds of attributes we expect from students, such as criticality or lifelong learning, should not be the subject of attention for educators themselves.