This book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the
past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which
encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative
literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.
