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      Threshold practices: becoming a student through academic literacies

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            Abstract

            Student transitions into the university are often conceived of via an apprentice-type model, or as entrance into a 'community of practice'. This paper disputes the applicability of these models to the indeterminate and opaque nature of student experiences of academic writing, and proposes that emotional destabilization and struggles around identity are a normal part of both transitions and writing. With reference to student text/visual journals and in-depth interviews, it argues for extending the notion of 'threshold concepts', proposing academic literacies as 'threshold practices' which can lead to a reinforced sense of identity as a student. It concludes with implications for practice.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2009
            : 7
            : 2
            : 181-192
            Article
            1474-8460(20090701)7:2L.181;1- s8.phd /ioep/clre/2009/00000007/00000002/art00008
            10.1080/14748460903003626
            45cc8f5e-08d2-447c-aa65-5f2669991332
            Copyright @ 2009
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            COMMUNITIES OF PRACTICE,THE FIRST YEAR,ACADEMIC LITERACIES,LITERACY PRACTICES,TRANSITIONS,THRESHOLD CONCEPTS,LIMINALITY

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