Using literacy narratives to scaffold academic literacy in the Bachelor of Education: A pedagogical framework

Abstract

The purpose of this paper is to propose a framework that might serve as a  foundation for designing and developing academic literacy curricula for pre-service teachers. First, the main challenges that face course designers and lecturers of academic literacy in teacher education programmes are outlined. This is followed by an overview of theoretical approaches that might underpin the framework. Two applications of multimodal narrative pedagogy in composition classrooms are then discussed. Subsequently, the proposed framework, which infuses narrative pedagogy and a particular  version of transformative pedagogies into a new literacies model, is presented and discussed. The application of the framework is demonstrated through the analysis of a literacy selfnarrative by a South African scholar. I conclude the article by reflecting on the benefits of the framework in response to the challenges stated at the beginning of the paper.

Keywords: academic literacy, language pedagogy, literacy narratives, multiliteracies, multimodality, teacher education