The meaning of embedded development of academic literacies and numeracies throughout the university curriculum.

Abstract

Facing the challenge of poor literacy and numeracy skills in Chile, the Faculty of Education at Santo Tomás University has implemented since 2011 a model of embedded or cross-curricular development of academic literacies and numeracies. This article presents the results of this strategy in terms of the meanings that students and academics attribute to it, substantiated in focus groups which were analysed through coding, categorising and triangulation. Results show the relevance of these skills for the profession, the presence of these skills in practical activities, and the embedding of these skills in concrete contexts, which cause the little visibility of activities intended to support students. Future studies should address the development of academic numeracy, and professional literacies.