Conceptualizing Disciplinary Literacy in Higher Education: An Exploratory Review

Abstract

Disciplinary literacy (DL) has been a prominent concern in higher education over the past decade. By utilizing databases such as Scopus and Web of Science, the search strategy has identified articles published between 2014 and 2023. Firstly, this paper critically evaluates previous research in order to advance epistemological understanding of DL by examining DL-related components and strategies. Secondly, it sets the foundation for further research by highlighting gaps in the literature and suggesting topics that require investigation. Eighteen studies from a wide range of disciplines and contexts met the inclusion criteria, falling into four overarching themes, namely cognitive, linguistics, disciplinary reasoning, and sociocultural dimensions. The writing, reading, speaking, thinking, and feedback strategies are among the strategies derived from these dimensions that can enhance both disciplinary knowledge and English language proficiency in the subject discipline. The ongoing controversy about the inconsistent application of DL in higher education settings and its conceptualization in these contexts is corroborated by the existing evidence. Future research should focus more on the application of disciplinary-specific frameworks or clear guidelines based on DL strategies across a wide variety of disciplines with the use of rigorous research methodology taking into consideration diverse populations.