Resumen

CARLINO, Paula. Academic Literacy Ten Years Later. RMIE [online]. 2013, vol.18, n.57, pp.355-381. ISSN 1405-6666.

Latin American experiences and publications that are centered on teaching about and with reading and writing at the university level have consolidated a field of action and thought over the past decade. This article reviews certain ideas that have contributed to conceptualizing the intervening problems, and analyzes initiatives developed in the Argentine setting, contrasting the teaching of situated practices versus training in fragmentary skills. The author sustains that the debate has moved from discussion on whether or not it is appropriate to be concerned about reading and writing in higher education, to disagreement about with whom, how, where, when, and why it should be done. Lastly, the definition of academic literacy as proposed ten years ago is reformulated to emphasize the teaching processes that preserve the meaning of implied practices.

Palabras llave : teaching; writing; reading; higher education; Argentina.