Abstract:
The purpose of this paper is to propose a
framework that might serve as a foundation
for designing and developing academic literacy curricula for pre-service teachers. First,
the main challenges that face course designers and lecturers of academic literacy in
teacher education programmes are outlined. This is followed by an overview of theoretical
approaches that might underpin the framework. Two applications of multimodal
narrative pedagogy in composition classrooms are then discussed. Subsequently, the
proposed framework, which infuses narrative pedagogy and a particular version of
transformative pedagogies into a new literacies model, is presented and discussed. The
application of the framework is demonstrated through the analysis of a literacy selfnarrative
by a South African scholar. I conclude the article by reflecting on the benefits
of the framework in response to the challenges stated at the beginning of the paper.
