DOI:

https://doi.org/10.14483/22486798.16987

Publicado:

2021-05-21

Número:

Vol. 26 (2021): Escritura e identidad (número especial)

Sección:

Debates actuales en el estudio de las prácticas de escritura

El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia

‘Academic literacies’: sustaining a critical space on writing in academia

Autores/as

Palabras clave:

literacidades académicas, identidad, pedagogía de la escritura, investigación de la escritura, escritura académica (es).

Palabras clave:

academic writing, literacy practices, writing pedagogy, writing research (en).

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Resumen (es)

En este artículo, desde su implicación temprana en el campo de investigación y práctica conocido como literacidades académicas, la investigadora británica Theresa Lillis reconstruye el contexto en el que surge dicho campo, define sus principales intereses de indagación y enseñanza, y resume sus contribuciones, durante veinte años, a la comprensión de la escritura académica en el Reino Unido y otros países. Lillis encuadra históricamente, en un contexto de ampliación de la matrícula universitaria en su país, una serie de trabajos fundacionales del enfoque de literacidades académicas que, mediante investigaciones etnográficas y situadas –que continuaron desarrollándose–, desafiaron las visiones deficitarias de las prácticas de escritura académica de los estudiantes y plantearon la necesidad de explorar críticamente los supuestos sobre la naturaleza y el valor de las convenciones dominantes en este ámbito, que operan como normas de evaluación transparentes e incuestionables. Entre esos trabajos fundacionales, y otros surgidos posteriormente, ubica el interés en la vinculación entre la escritura académica y la identidad, vinculación mediada por relaciones que regulan quién puede decir qué y cómo en la academia y, por tanto, cierran o abren las oportunidades para participar en la producción de conocimiento. Lillis revisa también las proyecciones transnacionales de este enfoque y argumenta a favor de sus potencialidades transformadoras para investigadores, docentes y estudiantes universitarios que se mueven en una academia con regímenes evaluativos cada vez más supernormativos que apuntan a controlar la cada vez mayor superdiversidad de prácticas de creación de sentido.

Resumen (en)

In this paper, I briefly track the emergence and foci of academic literacies as a field of inquiry, summarising its contributions to understandings about writing and meaning making in academia. Writing from my specific geohistorical location in the UK, I foreground the importance of early key works that encapsulated concerns about deficit orientations to students’ language and literacy practices (e.g. Ivanič, 1998; Lea and Street,1998). I also underline the transnational dimension to the development of academic literacies which has helped drive forward intellectual debates about the relationship between academic language and literacy practices, and participation in academia. I argue that academic literacies provides an important space for critically exploring what are often taken-for-granted assumptions about the nature and value of academic writing conventions, and the ways these (both assumptions and conventions) impact on opportunities for participation in knowledge making. This critical thinking space continues to serve as an intellectual resource for researchers, teachers and students in contemporary neo-liberal higher education, where regimes of evaluation are super-normative, even in (or because of) a context of super-diversity, that is increased mobility of peoples and semiotic practices. Academic literacies as praxis necessarily involves straddling both normative and transformative orientations (Lillis and Scott, 2007) or what Hall (1992) refers to as the ‘academic’ and ‘intellectual’ dimensions to academia.

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Cómo citar

APA

Lillis, T. (2021). El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia. Enunciación, 26, 55–67. https://doi.org/10.14483/22486798.16987

ACM

[1]
Lillis, T. 2021. El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia. Enunciación. 26, (may 2021), 55–67. DOI:https://doi.org/10.14483/22486798.16987.

ACS

(1)
Lillis, T. El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia. Enunciación 2021, 26, 55-67.

ABNT

LILLIS, T. El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia. Enunciación, [S. l.], v. 26, p. 55–67, 2021. DOI: 10.14483/22486798.16987. Disponível em: https://revistas.udistrital.edu.co/index.php/enunc/article/view/16987. Acesso em: 12 jun. 2021.

Chicago

Lillis, Theresa. 2021. «El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia». Enunciación 26 (mayo):55-67. https://doi.org/10.14483/22486798.16987.

Harvard

Lillis, T. (2021) «El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia», Enunciación, 26, pp. 55–67. doi: 10.14483/22486798.16987.

IEEE

[1]
T. Lillis, «El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia», Enunciación, vol. 26, pp. 55–67, may 2021.

MLA

Lillis, T. «El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia». Enunciación, vol. 26, mayo de 2021, pp. 55-67, doi:10.14483/22486798.16987.

Turabian

Lillis, Theresa. «El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia». Enunciación 26 (mayo 21, 2021): 55–67. Accedido junio 12, 2021. https://revistas.udistrital.edu.co/index.php/enunc/article/view/16987.

Vancouver

1.
Lillis T. El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia. Enunciación [Internet]. 21 de mayo de 2021 [citado 12 de junio de 2021];26:55-67. Disponible en: https://revistas.udistrital.edu.co/index.php/enunc/article/view/16987

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