ABSTRACT
While it was common, until recently, to refer to “Academic Literacy” as a unitary concept, there is now an increasing recognition among scholars that students arrive on college campuses with multiple literacies. Similar to the acceptance of the concept of World Englishes to replace the singularity of English, the conception of multiple literacies gives recognition to the diverse backgrounds, cognitive styles, and “funds of knowledge” (González, Moll, & Amanti, 2005) that students have acquired elsewhere.
