Special Issue: From the Margins to the Centre: Writing Across the Curriculum in Australia and New Zealand

Published October 5, 2019

Guest editors: Susan Thomas, University of Sydney, Karen Vered, Flinders University, and Lisa Emerson, Massey University

The histories and pedagogies surrounding writing and literacy studies in Australasia are complex, given a diversity of theoretical approaches and little consensus on regional (or national) priorities. Despite more than thirty years of advocacy by scholars in Australia and New Zealand, writing and literacy are all but invisible disciplines in Australasia, and the focus is often more on remediation than on anticipating students' literacy needs as an integral aspect of their learning. With an ever-increasing focus on globalization and sustainability, however, discussions around writing as a meaning-making practice and a way of being in the world have never been more timely. Responding to this impetus, in late 2016, Karen Orr Vered (Flinders University), in consultation with colleagues Rowena Harper (University of South Australia) and Susan Thomas (University of Sydney), brought together a group of scholars from across Australia and New Zealand to share their individual and institutional perspectives on the directions that student literacy development in Australasia might take next and to describe what the horizon looks like from different positions within universities across Australia and New Zealand. From the "Margins to the Centre: The Future of University Literacy Support and Writing across the Curriculum" was a one-day symposium hosted by Flinders University to showcase and interrogate a variety of boundary-crossing, collaborative, whole-of-institution approaches to student literacy development, and the policies behind them. The papers in this special issue, case studies exploring how a theoretical or pedagogical approach has been implemented in the Australasian context, represent just some of the work to come out of that symposium.


From the Margins to the Centre: Whole-of-Institution Approaches to University-Level Literacy and Language Development in Australia and New Zealand
Karen Orr Vered, Flinders University, Susan Thomas, University of Sydney, and Lisa Emerson, Flinders University
DOI: 10.37514/ATD-J.2019.16.3.10

From the Margins to the Centre: Reflections on the “Past-Present-Future” of Literacy Education in the Academy
Alisa Percy, University of Wollongong
DOI: 10.37514/ATD-J.2019.16.3.11

On the Borderline: Writing about Writing, Threshold Concepts of Writing, and Credit-Bearing Academic Writing Subjects in Australia
Andrew Johnson, Monash University
DOI: 10.37514/ATD-J.2019.16.3.12

Skills for Citizenship? Writing Instruction and Civic Dispositions in Aotearoa New Zealand
Hannah Gerrard, Massey University
DOI: 10.37514/ATD-J.2019.16.3.13

Experiences of Publishing in English: Vietnamese Doctoral Students’ Challenges and Strategies
Thi Van Yen Hoang and Lai Ping Florence Ma, Macquarie University, Australia
DOI: 10.37514/ATD-J.2019.16.3.14

Using Shared Inquiry to Develop Students’ Reading, Reasoning, and Writing in the Disciplines
Sandra Egege and Karen Orr Vered, Flinders University
DOI: 10.37514/ATD-J.2019.16.3.15

The WAC-driven Writing Center: The Future of Writing Instruction in Australasia?
Susan Thomas, The University of Sydney
DOI: 10.37514/ATD-J.2019.16.3.16