Reflections on the role of academic literacies in enhancing teaching and learning in a selected programme in South Africa

Abstract

Epistemological access to the discourses and practices of academia is needed for students from diverse backgrounds who transitioned into higher education in democratic South Africa. Noting, this paper emphasises the role of academic literacies as a pedagogical approach enabling students to gain epistemological access through the reflections of staff and students. Employing a post-positivist paradigm, the research combined quantitative and qualitative approaches targeting 13 lecturers and 290 undergraduate students. Findings indicate a consensus on the importance of academic literacies with time constraints and lack of stakeholder synergy and cooperation as significant barriers. The paper recommends a shift from traditional study skills approach to a more nuanced delivery mode provided through the New Literacy Studies approach and enhanced collaboration among stakeholders for better teaching and learning outcomes.