The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.
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Theresa Lillis is Professor of English Language and Applied Linguistics at The Open University, UK. She has authored several books, including The Sociolinguistics of Writing (2013). Kathy Harrington is Principal Lecturer in Educational Development at London Metropolitan University. She is co-author (with Mick Healey and Abbi Flint) of Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education (2014). Mary Lea is an Honorary Associate Reader in Academic and Digital Literacies at the Open University, UK. Her recent work considers the relationship of the digital to knowledge making practices in the university. Sally Mitchell is Head of Learning Development at Queen Mary University of London, where she established “Thinking Writing, ” a strand of development activity to support academic staff in the uses of writing in their disciplines and their teaching.
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