| Text, Role and Context Contributor(s): Johns, Ann M. (Author) |
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ISBN: 0521567610 ISBN-13: 9780521567619 Publisher: Cambridge University Press OUR PRICE: $52.88 Product Type: Paperback - Other Formats Published: June 1997 Annotation: 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. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - General - Language Arts & Disciplines - Foreign Language Study | English As A Second Language |
| Dewey: 808.042 |
| LCCN: 96043835 |
| Series: Cambridge Applied Linguistics |
| Physical Information: 0.43" H x 6" W x 9" (0.62 lbs) 188 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |