Academic literacies of studentsn in higher education

Kees de Glopper, Jacqueline van Kruiningen, Carel Jansen

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    Students’ academic literacies in higher education form a topic of current
    interest in education policy and research in The Netherlands, as in many other
    countries. It is therefore remarkable that in the last decades hardly any studies
    have been published on this topic in Tijdschrift voor Taalbeheersing, even more
    so since the (sub)discipline Taalbeheersing (Discourse Studies) was founded
    around fifty years ago in response to concerns about writing skills of students
    entering higher education. At present, such concerns have resurfaced on the
    higher education policy agenda in the Netherlands and Flanders, and the call
    for a sound scientific foundation of academic literacy teaching and learning
    practices is stronger than ever. Academic literacies can be studied as a process
    and as a result, as a condition and as an outcome, and from a social as well as
    from an individual perspective. The four articles in this special issue of
    Tijdschrift voor Taalbeheersing address students’ academic literacies from a
    variety of perspectives, and focus on issues pertaining to the competencies of
    students entering and leaving institutions of higher education.
    Translated title of the contributionAcademic literacies of studentsn in higher education
    Original languageDutch
    Pages (from-to)117-125
    Number of pages8
    JournalTijdschrift voor taalbeheersing
    Issue number2
    Publication statusPublished - 2015


    • academic literacies
    • higher education
    • testing
    • metacognition
    • workplace demands

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