Academic socialisation through collaboration: Textual interventions in supporting exiled scholars' academic literacies development
Artikel i vetenskaplig tidskrift, 2020
This paper explores how co-authorship, as a type of collaborative writing practice, facilitates the academic literacies development of scholars in exile who use English as an Additional Language (EAL). Drawing on examples from a larger study looking into Syrian exiled scholars' academic literacies development, we discuss Areas and Levels of Textual Intervention (AoTI and LoTI) in co-authorship practices.
Syrian academics
Collaboration
Academic literacies
Textual intervention
Författare
Baraa Khuder
University of London
Bojana Petrić
University of London
EDUCATION AND CONFLICT REVIEW
Vol. 3 24-28
Ämneskategorier
Biblioteks- och informationsvetenskap
Lärande och undervisning
Pedagogiskt arbete