Abstract:
This study explores a transformative method to revise an academic literacy study guide in a
Humanities faculty in South Africa. The methodology includes a critical literature review,
positioning the study within the framework of Gee's discourse theory and Lea and Street's
academic literacy model. The researcher functioned as a research instrument, critically evaluating
the practical reasons for the guide's revision and challenges prompting changes. The transformed
text maintains its previous structure while adopting discourse, Afrocentric, and decolonial
paradigms. Revisions aim to align with disciplinary discourses, critical thinking and to prepare
students for nuanced literacies required in the Humanities. The inclusion of Afrocentric and
decolonial paradigms involves introducing students to the origins of literacies in Africa,
incorporating Indigenous Knowledge Systems, and utilising a Generative Artificial Intelligence
(GenAI) narrative. The discussion reflects on the anticipated effectiveness of the guide and
addresses potential challenges during future implementation.
