Academic Literacy and Engineering Education: Development through Cornerstone Design

Brian Bielenberg
2011 ASEE Annual Conference & Exposition Proceedings   unpublished
Traditional views of literacy argued that student acquisition of the "technologies" of reading and writing were causally responsible for cognitive and developmental benefits that could subsequently be transferred to other educational tasks. [1, 2, 3, 4] This "autonomous" model has gradually given way to a more "social" model of literacy that takes into account the context in which a literacy practice takes place, and the effects that setting may have on how literacy is conceived and enacted.
more » ... ved and enacted. [5, 6, 7, 8, 9] One of these new literacies, Academic Literacy, indicates a fluency not only in reading and writing, but also in particular ways of thinking, doing and being that are peculiar to academic contexts such as undergraduate engineering education. This paper reviews the changes in the concept of literacy over time and highlights the ways in which a sophomore level design course at a technological university in the Middle East has incorporated an explicit focus on Academic Literacy in order to enhance the progress of undergraduate engineers towards the competencies and attributes needed by professional engineers.
doi:10.18260/1-2--17411 fatcat:3jownfbdwfa27n4tj5g3elyive