Collaboration & dialogue in embedded academic writing and language interventions, or how Ac Lits changed my (academic) life

This presentation contributes a personal reflection to the LiHERG symposium (at the 2015 EATAW conference), on the ways in which my developing understanding of Ac Lits has enabled me as an academic (in the form of 'imperatives').
The presentation focuses on the position I adopt in relation to lecturers with whom I collaborate on embedded academic writing and language interventions. In particular, it reflects on discussions which form part of the preparation for taught embedded sessions, and on how an Ac Lits lens enables me to identify and occupy the position of insider/outsider in relation to my colleagues during these discussions.
The presentation draws on data from reflective meta-discussions, held with my collaborator-colleagues about our preparatory discussions. It considers these data with particular reference to Lillis’s work on Bakhtin’s notion of dialogue-as-ideal (Lillis 2003) and Jacobs’s work on collaboration (Jacobs 2005 & 2010). The presentation attempts to unpack some of the ways in which the amalgamation of questions, priorities, theories and more that I have acquired since encountering Ac Lits has theorised (and empowered) my pedagogy.