Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration with faculty can create the dialogic space to move the work of academic literacies development into the classroom. This paper describes three collaborative projects in business, science, and arts disciplines to move instruction in academic literacies from a supplemental, outside of class model to an embedded, in-class delivery. Working towards collaborative projects enhances opportunities for writing centre professionals to impact their institutions while remaining flexible in delivering support in a variety of modes. These collaborative projects enhance the professional development of both teaching faculty and writing centre professionals, allowing both parties to gain insight on the often-implicit processes of thinking, using information, and writing that distinguish disciplines from one another.

Researchers should cite this work as follows:

• Page, C. J., (2025), "Out of the Writing Centre and into the Classroom: Academic Literacies in Action", HSSCommons: (DOI: 10.31468/cjsdwr.799)

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1. Discourse and Writing/Rédactologie

Original publication: Page, Christina J. "Out of the Writing Centre and into the Classroom: Academic Literacies in Action." Discourse and Writing/Rédactologie, vol. 30, 2020, pp. 172-190. DOI: 10.31468/cjsdwr.799. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license