The Formation of Networks of Literacy Brokers during the Doctoral Academic Writing Process
DOI:
https://doi.org/10.5752/P.2358-3428.2024v28n62p316-346Keywords:
academic writing, academic literacies, literacy brokersAbstract
The objective of this article is to characterize and analyze the roles played by literacy brokers who interacted with a doctoral student during the writing of her thesis. Literacy brokers are agents that have a direct impact on the publication trajectory of an academic text. To achieve this, the research is grounded in the principles of New Literacy Studies and the perspective of Academic Literacies, employing ethnography as the theoretical-methodological foundation. This work analyzed excerpts from interviews conducted with a doctoral student in the field of Humanities, Social Sciences, and Arts in the year 2018. The analysis focused on the formation of a network of literacy brokers composed of postgraduate students who supported each other during the writing of their academic texts. It was concluded that, by interacting with different brokers, the participant sought guidance, support, assistance, and opportunities. Therefore, this study highlights the relevance of interactions with literacy brokers throughout the thesis writing process, corroborating the idea that academic literacy practices are not solely constituted by the solitary figure of the author. On the contrary, it is the interactions with various brokers that enable writings to be revisited and transformed.
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