Akademisk och professionell litteracitet i en miljöstrategisk kontext: ett kollegialt utvecklingsarbete

Archer, A. (2006). A Multimodal Approach to Academic 'Literacies': Problematising the Visual/Verbal Divide. Language and education, 20(6), 449–462. https://doi.org/10.2167/le677.0

Bassett, M., & Macnaught, L. (2025). Embedded approaches to academic literacy development: A systematic review of empirical research about impact. Teaching in Higher Education, 30(5), 1065–1083. https://doi.org/10.1080/13562517.2024.2354280

Biggs, J.B., Tang, C. & Kennedy, G. (2022). Teaching for quality learning at university (5 uppl.). Open University Press.

Braun, V., & Clarke, V. (2021) One size fits all? What counts as quality practice in (reflexive) thematic analysis?, Qualitative Research in Psychology, 18(3), 328–352, https://doi.org/10.1080/14780887.2020.1769238

Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability science, 16(1), 13–29. https://doi.org/10.1007/s11625-020-00838-2

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Qual Quant, 56, 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Eklund Heinonen, M., & Sköldvall, K. (2015). Nu har vi ett gemensamt språk - om ämnesintegrerad undervisning i akademiskt skrivande. Högre utbildning, 5(2), 133–138. https://hogreutbildning.se/index.php/hu/article/view/772

Goodfellow, R. (2005). Academic literacies and e-learning: A critical approach to writing in the online university. International Journal of Educational Research, 43(7–8), 481–494. https://doi.org/10.1016/j.ijer.2006.07.005

Hakim, A., & Wingate, U. (2025). Collaborative approaches to embedding academic literacy instruction in the curriculum: examples from UK universities. Studies in Higher Education, 50(8), 1730–1742. https://doi.org/10.1080/03075079.2024.2397695

Heen, L. B., & Nustad, S. H. (2023). Review of the research literature on interdisciplinary education. Centre for Interdisciplinary Education. https://www.uio.no/inted/om%20INTED/hva-gjor-vi/opplastet-til-nettsidene-i-mappen-hva-gjor-vi/review-of-the-research-literature-on-interdisciplinary-education.pdf

Kennedy, M., Alterator, S., Morse, M., Rudner, J. & Hodge, B. (2025) ‘Co-creative pedagogies: learning through uncertainty in higher education’, Higher Education, 91. https://doi.org/10.1007/s10734-025-01444-w

Kreber, C. (2019). Authenticity and the Scholarship of Teaching and Learning: The Transformatory Potential of Learning through Authenticity. Routledge.

Landgren, J. (2023). Överlämning, samsyn och transparens: kollegial utveckling av studenters akademiska litteraciteter. Högskolepedagogisk debatt, 2023:1, 8–26. https://researchportal.hkr.se/sv/publications/%C3%B6verl%C3%A4mning-samsyn-och-transparens-kollegial-utveckling-av-studen/

Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in higher education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364

Lea, M., & Street, B. (2006). The “Academic Literacies” Model: Theory and Applications. Theory into Practice, 45(4), 368–377. https://doi.org/10.1207/s15430421tip4504_11

Macnaught, L., Bassett, M., van der Ham, V., Milne, J., & Jenkin, C. (2022). Sustainable Embedded Academic Literacy Development: The Gradual Handover of Literacy Teaching. Teaching in Higher Education, 29(4), 1004–1022. https://doi.org/10.1080/13562517.2022.2048369

Maldoni, A. M., & Lear, E. L. (2016). A decade of embedding: Where are we now? Journal of University Teaching & Learning Practice, 13(3), 1–20. https://doi.org/10.53761/1.13.3.2

Meister, D. G., & Nolan, J. (2001). Out on a Limb on Our Own: Uncertainty and Doubt in Moving from Subject-Centered to Interdisciplinary Teaching. Teachers College Record: The Voice of Scholarship in Education, 103(4), 608-633. https://doi.org/10.1111/0161-4681.00129

Mårtensson, K., & Roxå, T. (2016). Working with networks, microcultures and communities. I D. Baume & C. Popovic (Red.) Advancing practice in academic development (s. 198–211). Routledge.

Stensaker, B. (2018). Academic development as cultural work: responding to the organizational complexity of modern higher education institutions. The international journal for academic development, 23(4), 274–285. https://doi.org/10.1080/1360144X.2017.1366322

Ticha, I. K., Nakhooda, M., & Obi, U. N. (2024). The student voice on integrative teaching and learning of academic literacy at a South African university of technology. Discover Education Research, 3, Artikel 15. https://doi.org/10.1007/s44217-024-00096-9

Timperley, H. (2013). Det professionella lärandets inneboende kraft. Studentlitteratur.

Thies, L. C., & Rosario, V. (2019). Partners in a changing dance: embedding academic literacies in unit and course curricula. Journal of Learning Development in Higher Education (15). https://doi.org/10.47408/jldhe.v0i15.538

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability science, 6(2), 203–218.

Wingate, U. (2011). A comparison of ‘additional’ and ‘embedded’ approaches to teaching writing in the disciplines. I M. Deane and P. O'Neill (Red.) Writing in the disciplines (s. 65–87). Palgrave Macmillan.

Wingate, U. (2018). Academic literacy across the curriculum: Towards a collaborative instructional approach. Language Teaching, 51(3), 349–364. https://doi.org/10.1017/S0261444816000264