Expansive Framing for Student Belonging: Resituating Academic Literacies in Theories of Learning and Transfer
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Abstract
Student diversity in higher education needs to be fostered by classroom-based, identity-validating frameworks that respond to differing disciplinary conventions without sacrifice of academic rigor. In this paper, I synthesize the last model of academic literacy, called academic literacies, with expansive framing in the context of first-year seminars (Lea & Street, 1998, 2006; Engel et al., 2012). The purpose is to standardize usage of academic literacies in future research that support student transition and belonging and development of authorial identities. The Meaningful Writing Project is presented as an example of extant dialogues that employ both expansive framing and a literacies approach to writing instruction.
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