Text, Role and Context

Developing Academic Literacies

By: Ann M. Johns, Michael H. Long (Editor), Jack C. Richards (Editor)

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Paperback | 7 September 1997

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Paperback
188 Pages

Dimensions(cm)
22.86 x 15.24 x 1.09

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This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. The paperback edition explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. After presenting a brief history of literacy theories, the author argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy are two concepts, "genre" and "discourse community," each of which is presented in some detail. The author then argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors with faculty and students. 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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Literacy and pedagogy: three views
Genre knowledge and socioliteracies: what readers and writers may share
Genres and social forces: homely and academic texts
Discourse communities/communities of practice: membership, conflict and diversity
Our special roles: literacy practitioners as campus mediators and researchers
Students as researchers: investigating texts, processes and contexts
The socioliterate classroom: basic tenets and goals
Putting tenets and goals into practice: using portfolios in literacy classrooms
Conclusion
Table of Contents provided by Publisher. All Rights Reserved.

Text, Role and Context

Developing Academic Literacies

At a Glance

Paperback

Shipping

How to return your order

Defective items

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