Milestones, disciplines and the future of initiatives of reading and writing in higher education: an analysis from key scholars in the field in latin america

Authors

DOI:

https://doi.org/10.5007/2175-8026.2016v69n3p189

Abstract

This paper aims to understand the initial milestones, causes, academic activities, theoretical foundations and disciplines involved in the scholarly development of Higher Education reading and writing studies in Latin America. Eight academic leaders from Argentina, Chile, Colombia, and México were interviewed in order to learn their perspectives on this development. Findings reveal that the main founding milestones are conferences starting by the 2000's decade; the UNESCO Chair is the current main academic network that congregates scholars interested in this topic; the reasons for the field's emergence are related to the increasing growth in college enrolments. Overall, a growing interdisciplinary field can be observed, but its disciplinary identity is still diffuse, given the ongoing jurisdictional disputes.

Author Biographies

Mónica Tapia-Ladino, Universidad Católica de la Santísima Concepción

Ph.D in Linguistics  and Assistant Professor at the Language Department at UCSC She has participated in research projects about writing in higher education and in the Chilean school system. She has served as the director of the  Applied Linguistics Masters Program and it is currently the Vice Chancellor of Academic Affairs at UCSC, Chile.

Natalia Alejandra Avila Reyes, Centro de Investigación Avanzada en Educación, Universidad de Chile

Natalia Ávila-Reyes is a Chilean scholar, currently working as an Assistant Researcher at the Centre for Advanced Research in Education (CIAE) at University of Chile. She is also a member of the international research network ILEES (www.ilees.org). Her interests are postsecondary writing and writing in disciplines, and her latest research project traces the emergence of this field in Latin America.

Federico Daniel Navarro, Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET Universidad de Buenos Aires

Federico Navarro is an assistant professor and researcher at the University of Buenos Aires and CONICET (Argentina). He has served as a writing program administrator at school and university levels. He has published his research in Argentina, Brazil, Chile, Mexico, Spain, Portugal, Switzerland and the United States. His research includes academic writing teaching, discourse analysis, and disciplinary inquiry in writing studies and linguistics.

Charles Bazerman, The Gevirtz Graduate School of Education, University of California, Santa Barbara

Professor of Education at the University of California Santa Barbara, Steering Committee Chair of the International Society for the Advancement of Writing Research, and recent chair of the Conference on College Composition and Communication. His books include A Rhetoric of Literate Action, A Theory of Literate Action, The Languages of Edison's Light, Constructing Experience, Shaping Written Knowledge, The Informed Writer, and The Handbook of Research on Writing. Several volumes of his essays have been translated into Portuguese and Spanish, and he has worked with campuses throughout Latin America.

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Published

2016-09-27

Issue

Vol. 69 No. 3 (2016)

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Articles

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