Using scaffolding academic literacy practices in tertiary classrooms: A South African case study

Academic development research supports embedding academic literacies in disciplinary teaching. This enables students to experience reading and writing as practices. However, few lecturers have the language knowledge pedagogical expertise do this. The Reading Learn pedagogy provides a scaffolded methodology that higher education can adapt. We reflect on our own experiences of using these literacy practices three cases: with first year biology students, biochemistry Honours Masters Education students. argue are useful because they emphasise both texts discipline, provide an educational approach plagiarism by modelling how meaningfully paraphrase text, support learner engagement. Additionally, professional learning opportunities help academics develop clear which be adapted range disciplines levels.