Shifts in the Treatment of Knowledge in Academic Reading and Writing: Adding Complexity to Students' Transitions between A-Levels and University in the UK

Autor/in	Baker, Sally
Titel	Shifts in the Treatment of Knowledge in Academic Reading and Writing: Adding Complexity to Students' Transitions between A-Levels and University in the UK
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 17 (2018) 4, S.388-409 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022217722433
Schlagwörter	Undergraduate Students; Academic Discourse; Ethnography; Higher Education; Longitudinal Studies; High School Students; Knowledge Level; Literacy; Institutional Characteristics; College Preparation; Foreign Countries; Exit Examinations; United Kingdom + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Final examination; Abschlussprüfung; Großbritannien
Abstract	Although "transition" is an established area of educational research, there has been little empirically exploration of how shifts in the ways that knowledge is packaged and valued impact on students' reading and writing as they transition into higher education. This article draws on a longitudinal ethnographic study that traced the experiences, practices and understandings of 11 students from their last year of A-levels through to their second year of undergraduate study. Analysis shows that the forms of knowledge privileged and the ways that knowledge is packaged vary significantly between the two educational contexts, impacting on students' engagement with texts (both reading and writing) as they transition into university. This article further illustrates that as a result of shifts in what counts as knowledge between these levels, students face challenges adapting to undergraduate literacies, which disrupts the simplistic notion of transition evoked in the dominant positioning of "the transition to university". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01