Abstract The normative understanding of academic literacy relates mainly to textual reading and writing. While texts might well be dominant, other literacies such as numeracy and visual literacy are equally dominant in higher education studies. The context of academic literacy is here located within five first-year diploma subjects where visual literacy and numeracy emerged as dominant modalities for subject content representation. Lecturers’ perceptions of reading requirements for their respective subjects and a review of summative assessments provided the data for content analysis using academic literacy specifications as data codes. Literature on academic literacies and disciplinary literacies provided the framework for data analysis and discussion. The findings revealed a constellation of textual-visual-numeracy modalities that necessitated modal shifts in translating and transforming subject content across modalities. This study foregrounds the need to support first-year students with discourse analysis of visual and non-literal representations to provide epistemological access to the field of practice.

中文翻译：

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视觉和非文学表征作为学术素养的方式

摘要对学术素养的规范理解主要涉及文本阅读和写作。虽然文本很可能会占主导地位，但其他识字（例如算术和视觉素养）在高等教育研究中同样占主导地位。在这里，学术素养的背景位于五个一年级文凭科目中，其中视觉素养和计算能力已成为代表学科内容表示的主要方式。讲师对各自学科阅读要求的理解以及对总结性评估的回顾，为使用学术素养规范作为数据代码的内容分析提供了数据。有关学术素养和学科素养的文献为数据分析和讨论提供了框架。研究结果揭示了一系列的文本-视觉-数字模态，需要在跨模态翻译和转换主题内容时进行模态转换。这项研究提出了需要为一年级学生提供视觉和非文学表征话语分析的支持，以提供认识论进入实践领域的途径。