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Text, Role and Context: Developing Academic Literacies

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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.
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Product Details

  • ISBN-13: 9780521567619
  • Publisher: Cambridge University Press
  • Publication date: 6/28/1997
  • 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
1 Literacy and pedagogy: Three views 1
2 Genre knowledge and socioliteracies: What readers and writers may share 20
3 Genre and social forces: "Homely" and academic texts 38
4 Discourse communities and communities of practice: Membership, conflict, and diversity 51
5 Special roles: Literacy practitioners as campus mediators and researchers 71
6 Students as researchers: Investigating texts, processes, and contexts 92
7 The socioliterate classroom: Basic tenets and goals 114
8 Putting tenets and goals into practice: Using portfolios in literacy classrooms 131
9 Conclusion 151
References 155
Index 167
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