Paul Richardson
Reading and writing from textbooks in higher education: a case study from Economics
Monash University
reading writing university infused cultural context particular discipline field academic literacies located described interpreted studied disciplinary contexts study explores roles functions textbooks disciplinary culture economics academy many introductorylevel textbooks designed formalize standardize disciplinary induction uncovers students learn read write introductory economics particularly textbook positioned authoritative canonical text interprets ambiguities unresolved tensions anxieties concerning plagiarism often accompany reading writing textbook scrutinizes teaching learning learners perspective reveal complexity linguistic disciplinary demands form unfamiliar discourses genres literacy practices student must accommodate recognized participant disciplinary culture economics