Text, Role and Context: Developing Academic Literacies

Text, Role and Context: Developing Academic Literacies

by Ann M. Johns
     
 

ISBN-10: 0521567610

ISBN-13: 9780521567619

Pub. Date: 06/28/1997

Publisher: Cambridge University Press

This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse

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Overview

This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

Product Details

ISBN-13:
9780521567619
Publisher:
Cambridge University Press
Publication date:
06/28/1997
Series:
Cambridge Applied Linguistics Series
Edition description:
New Edition
Pages:
188
Product dimensions:
5.98(w) x 9.02(h) x 0.43(d)

Table of Contents

Series editors' preface
Preface
Acknowledgments
1Literacy and pedagogy: Three views1
2Genre knowledge and socioliteracies: What readers and writers may share20
3Genre and social forces: "Homely" and academic texts38
4Discourse communities and communities of practice: Membership, conflict, and diversity51
5Special roles: Literacy practitioners as campus mediators and researchers71
6Students as researchers: Investigating texts, processes, and contexts92
7The socioliterate classroom: Basic tenets and goals114
8Putting tenets and goals into practice: Using portfolios in literacy classrooms131
9Conclusion151
References155
Index167

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