A Multimodal Approach to Academic Literacy Practices
This paper examines a multimodal approach to addressing the unequal discourse resources within tertiary institutions and questions of access to academic literacy practices.
||Academic Literacies, Multimodality, Access
International Journal of Learning, Volume 12, Issue 3, pp.213-220.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1006.358KB).
Arlene Archer is the co-ordinator of Writing Centre at the University of Cape Town. She is interested in academic development in the tertiary environment and the changing nature of literacy.
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