Text, role, and context: developing academic literacies
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 sociall...
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| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Cambridge
Cambridge University Press
1997
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| Series: | Cambridge applied linguistics
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| Subjects: | |
| Online Access: | BSB01 Volltext |
| Summary: | 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 |
| Item Description: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Physical Description: | 1 online resource (xvi, 171 pages) |
| ISBN: | 9781139524650 |
| DOI: | 10.1017/CBO9781139524650 |
Staff View
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| 100 | 1 | |a Johns, Ann M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Text, role, and context |b developing academic literacies |c Ann M. Johns |
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| 264 | 1 | |a Cambridge |b Cambridge University Press |c 1997 | |
| 300 | |a 1 online resource (xvi, 171 pages) | ||
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| 500 | |a Title from publisher's bibliographic system (viewed on 05 Oct 2015) | ||
| 505 | 8 | |a 1. Literacy and pedagogy: Three views -- 2. Genre knowledge and socioliteracies: What readers and writers may share -- 3. Genre and social forces: "Homely" and academic texts -- 4. Discourse communities and communities of practice: Membership, conflict, and diversity -- 5. Special roles: Literacy practitioners as campus mediators and researchers -- 6. Students as researchers: Investigating texts, processes, and contexts -- 7. The socioliterate classroom: Basic tenets and goals -- 8. Putting tenets and goals into practice: Using portfolios in literacy classrooms -- 9. Conclusion | |
| 520 | |a 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 | ||
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a English language / Rhetoric / Study and teaching | |
| 650 | 4 | |a Academic writing / Study and teaching | |
| 650 | 4 | |a Discourse analysis, Literary | |
| 650 | 4 | |a Reading (Higher education) | |
| 650 | 4 | |a Literary form | |
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| 776 | 0 | 8 | |i Erscheint auch als |n Druckausgabe |z 978-0-521-56761-9 |
| 856 | 4 | 0 | |u https://doi.org/10.1017/CBO9781139524650 |x Verlag |z URL des Erstveröffentlichers |3 Volltext |
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Record in the Search Index
| _version_ | 1804176884907376640 |
|---|---|
| any_adam_object | |
| author | Johns, Ann M. |
| author_facet | Johns, Ann M. |
| author_role | aut |
| author_sort | Johns, Ann M. |
| author_variant | a m j am amj |
| building | Verbundindex |
| bvnumber | BV043942282 |
| classification_rvk | AK 28900 HD 204 HD 205 |
| collection | ZDB-20-CBO |
| contents | 1. Literacy and pedagogy: Three views -- 2. Genre knowledge and socioliteracies: What readers and writers may share -- 3. Genre and social forces: "Homely" and academic texts -- 4. Discourse communities and communities of practice: Membership, conflict, and diversity -- 5. Special roles: Literacy practitioners as campus mediators and researchers -- 6. Students as researchers: Investigating texts, processes, and contexts -- 7. The socioliterate classroom: Basic tenets and goals -- 8. Putting tenets and goals into practice: Using portfolios in literacy classrooms -- 9. Conclusion |
| ctrlnum | (ZDB-20-CBO)CR9781139524650 (OCoLC)967602149 (DE-599)BVBBV043942282 |
| dewey-full | 808/.042/07 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 808 - Rhetoric & collections of literature |
| dewey-raw | 808/.042/07 |
| dewey-search | 808/.042/07 |
| dewey-sort | 3808 242 17 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Allgemeines Anglistik / Amerikanistik Literaturwissenschaft |
| doi_str_mv | 10.1017/CBO9781139524650 |
| format | Electronic eBook |
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| id | DE-604.BV043942282 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:39:17Z |
| institution | BVB |
| isbn | 9781139524650 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029351251 |
| oclc_num | 967602149 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 1 online resource (xvi, 171 pages) |
| psigel | ZDB-20-CBO ZDB-20-CBO BSB_PDA_CBO |
| publishDate | 1997 |
| publishDateSearch | 1997 |
| publishDateSort | 1997 |
| publisher | Cambridge University Press |
| record_format | marc |
| series2 | Cambridge applied linguistics |
| spelling | Johns, Ann M. Verfasser aut Text, role, and context developing academic literacies Ann M. Johns Text, Role & Context Cambridge Cambridge University Press 1997 1 online resource (xvi, 171 pages) txt rdacontent c rdamedia cr rdacarrier Cambridge applied linguistics Title from publisher's bibliographic system (viewed on 05 Oct 2015) 1. Literacy and pedagogy: Three views -- 2. Genre knowledge and socioliteracies: What readers and writers may share -- 3. Genre and social forces: "Homely" and academic texts -- 4. Discourse communities and communities of practice: Membership, conflict, and diversity -- 5. Special roles: Literacy practitioners as campus mediators and researchers -- 6. Students as researchers: Investigating texts, processes, and contexts -- 7. The socioliterate classroom: Basic tenets and goals -- 8. Putting tenets and goals into practice: Using portfolios in literacy classrooms -- 9. Conclusion 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 Englisch English language / Rhetoric / Study and teaching Academic writing / Study and teaching Discourse analysis, Literary Reading (Higher education) Literary form Erscheint auch als Druckausgabe 978-0-521-56138-9 Erscheint auch als Druckausgabe 978-0-521-56761-9 https://doi.org/10.1017/CBO9781139524650 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Johns, Ann M. Text, role, and context developing academic literacies 1. Literacy and pedagogy: Three views -- 2. Genre knowledge and socioliteracies: What readers and writers may share -- 3. Genre and social forces: "Homely" and academic texts -- 4. Discourse communities and communities of practice: Membership, conflict, and diversity -- 5. Special roles: Literacy practitioners as campus mediators and researchers -- 6. Students as researchers: Investigating texts, processes, and contexts -- 7. The socioliterate classroom: Basic tenets and goals -- 8. Putting tenets and goals into practice: Using portfolios in literacy classrooms -- 9. Conclusion Englisch English language / Rhetoric / Study and teaching Academic writing / Study and teaching Discourse analysis, Literary Reading (Higher education) Literary form |
| title | Text, role, and context developing academic literacies |
| title_alt | Text, Role & Context |
| title_auth | Text, role, and context developing academic literacies |
| title_exact_search | Text, role, and context developing academic literacies |
| title_full | Text, role, and context developing academic literacies Ann M. Johns |
| title_fullStr | Text, role, and context developing academic literacies Ann M. Johns |
| title_full_unstemmed | Text, role, and context developing academic literacies Ann M. Johns |
| title_short | Text, role, and context |
| title_sort | text role and context developing academic literacies |
| title_sub | developing academic literacies |
| topic | Englisch English language / Rhetoric / Study and teaching Academic writing / Study and teaching Discourse analysis, Literary Reading (Higher education) Literary form |
| topic_facet | Englisch English language / Rhetoric / Study and teaching Academic writing / Study and teaching Discourse analysis, Literary Reading (Higher education) Literary form |
| url | https://doi.org/10.1017/CBO9781139524650 |
| work_keys_str_mv | AT johnsannm textroleandcontextdevelopingacademicliteracies AT johnsannm textrolecontext |