This paper from South Africa is an early pioneer of two arguments drawn heavily upon since by the LD field. Firstly, that academic literacies are by nature discipline-specific. Secondly, that collaborations involving the distinct skillsets of LD practitioners and discipline-based academics create a whole bigger than the sum of its parts. Members of both groups recognise the benefits of such collaborations, especially around rendering the tacit (to disciplinary insiders) knowledge and language of disciplines explicit for students. The paper is among those that paved the way for embedding and integration of LD into subject study as we now know it.
Association for Learning Development in Higher Education