'Academic literacies' as moving beyond writing: Investigating multimodal approaches to academic argument. (1st March 2017)

• Record Type: Journal Article
• Authors: Huang, Cheng-Wen; Archer, Arlene
• Is Part Of: London review of education. Volume 15:Number 1(2017)
• Page Start: 63
• Page End: 72
• Publication Date: 2017-03-01
• Subjects: MULTIMODAL ARGUMENT -- MODE -- DISCOURSE -- GENRE -- MEDIUM; Education -- Research -- Periodicals; 370.05
• DOI: 10.18546/LRE.15.1.06
• Languages: English
• ISSNs: 1474-8460

Abstract

Abstract : Research on academic literacies has predominately focused on writing practices in higher education. To account for writing practices in the digital age, this paper emphasizes the importance of extending the focus of academic literacies beyond writing to include multimodal composition. Drawing on social semiotics, we put forward a framework for understanding and analysing multimodal academic argument. This framework views argument in relation to features that make up text, namely mode, genre, discourse, and medium. We also look at ways in which multimodal resources are appropriated into argument through citation. Becoming more explicit about the ways in which academic argument is constructed is important for enabling student access into the discourses and practices of academia.