Proponentes: Dra. Vera Lúcia Lopes Cristovão (UEL/CNPq)Dra. Natasha Artemeva (Carleton University) RESUMO A discussion of differences and similarities in Academic Literacies (ACLITS) and North American approaches to academic research and pedagogy, which, among other issues, addressed the treatment of genre in these approaches, started at SIGET IV (RUSSELL et al., 2009). While many differences between the approaches have been noted, there are some important similarities as well. For example, for both ACLITS (LEA & STREET, 1998) and academic Genre Studies (CRISTOVÃO & ARTEMEVA, 2018), “it is important to investigate the understandings of both academic staff and students about their own literacy practices [and we can add, their genre use], without making prior assumptions as to which practices are either appropriate or effective" (LEA & STREET, 1998, p. 158). Consequently, both ACLITS and academic Genre Studies focus on the investigation of student and instructor literacy practices and their use of diverse genres in different disciplinary and educational contexts (cf. TARDY, 2016). In 2009, RUSSELL et al. put out a call for further discussion and dialogue among the traditions. This Symposium responds to the call and expands previous investigations of academic multiliteracies (e.g., NAVARRO et al, 2016) by soliciting papers that a) investigate academic multiliteracy experiences and practices of diverse populations of students, instructors, and other literacy practitioners, working with different genres in different higher education contexts in first and additional languages; b) discuss related challenges and advancements in both teaching and learning, and c) report on the implementations of multiliteracy practices in higher education. The contribution of the Symposium to Genre Studies lies in continuing and further promoting a scholarly conversation started at SIGET IV, and fostering collective reflections on current approaches to academic multiliteracies and genres in diverse contexts of higher education in different languages. Key words: multiliteracies, diversity, genre, higher education.