Having incorporated a digital aspect to our academic literacy course, and (Clark & Ivanič, 1997).

A B S T R AC T Universities have realized the need to equip students with appropriate information and computer technology (ICT) skills to prepare them for the workplace. This paper highlights a situation in which academics are uncomfortable with the new technological innovations being used to enhance teaching and learning. The need to integrate technology into teaching practices is an unavoidable reality. Used here is the lens of experiential learning to engage in a self-reflective case study of collaboration with the Multimedia Education Group at the University of Cape Town. The factors necessary for successful collaboration are underlined and emphasis is placed on the need for academics to reflect critically on their practice. It is argued that critical engagement with ICT provides academics with the opportunity to lead by example in the quest to enhance student learning. K E Y WO R D S : apprenticeship, classroom practice, collaboration, critical reflection, experiential lear ning, infor mation and computer technolo gy (ICT), visceral experiences

This paper explores shifts in students' writer identities in a tumultuous South African higher education context. Within the Humanities Extended Curriculum Programme, our transformation agenda triggers tensions between assimilationist and disruptive approaches to teaching writing. On our course, attempts are made to ease student's acquisition of discipline-specific writing norms, while encouraging them to draw on their brought-along resources, a negotiation causing discomfort. We invite such discomfort as productive, and ask: How do discomforting spaces inflect on our understanding of writing and writer identities? We invite students to write reflectively about how the course may or may not have influenced their identities and worldviews. Drawing on Foucault, we see the reflective essay as confessional writing, and an enactment of our writing pedagogies in discomforting spaces. We argue that in such spaces, writing can create possibilities for change, particularly as students adopt an ethical stand in their writing, calling us to reconceptualise writer identities. We apply Biko's (2017) 'envisioned self' concept to capture the ethical dimension in students' writing, by introducing a new layer of Clark and Ivanic's (1997) clover model of writer identity. Our paper contributes conceptually to existing views of writer identities, with implications for writing pedagogies in the current context.

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