Academic Literacies in the Disciplines: Supporting Subject Teachers

Abstract

Academic literacy is widely recognised as essential for student success in higher education, and there is a growing interest in embedding literacy development within disciplinary teaching. In response, Mid Sweden University launched the Writing Boost Project, a long-term initiative to strengthen literacy by supporting subject lecturers. Rather than addressing literacy as an individual student’s problem, the project focuses on disciplinary contexts where academic literacy develops. Grounded in Academic Literacies theory, it is guided by four principles: transformation, recognition of subject lecturers as experts, institutional responsibility, and inclusive support for all students. The project’s core activity consists of workshops for programme-specific teams of lecturers, facilitated by literacy development practitioners. These workshops create discursive spaces (Jacobs, 2005, 2) for critical reflection and collegial dialogue, enabling subject lecturers to examine and develop their teaching practices. Evaluations indicate that the project has contributed to pedagogical and programme development and strengthened collegial learning. The university has made the initiative permanent and increased its funding. This paper presents the project’s design and conceptual underpinnings and shows how its transformative and embedded approach can be transferable across educational settings.