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  1. Text, role, and context
    developing academic literacies
    Autor*in: Johns, Ann M.
    Erschienen: 1997
    Verlag:  Cambridge University Press, Cambridge

    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... mehr

    Bayerische Staatsbibliothek
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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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    Volltext (URL des Erstveröffentlichers)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781139524650
    Weitere Identifier:
    RVK Klassifikation: AK 28900 ; HD 204 ; HD 205
    Schriftenreihe: Cambridge applied linguistics
    Schlagworte: Englisch; English language / Rhetoric / Study and teaching; Academic writing / Study and teaching; Discourse analysis, Literary; Reading (Higher education); Literary form
    Umfang: 1 online resource (xvi, 171 pages)
    Bemerkung(en):

    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

  2. Text, role, and context
    developing academic literacies
    Autor*in: Johns, Ann M.
    Erschienen: 2004
    Verlag:  Cambridge University Press, Cambridge [u.a.]

    Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0521561388; 0521567610
    Weitere Identifier:
    9780521567619
    RVK Klassifikation: HD 204
    Auflage/Ausgabe: Transferred to digital print.
    Schriftenreihe: The Cambridge applied linguistics series
    Schlagworte: English language
    Umfang: XVI, 171 S., graph. Darst.
  3. Text, role, and context
    developing academic literacies
    Autor*in: Johns, Ann M.
    Erschienen: 1997
    Verlag:  Cambridge University Press, Cambridge

    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... mehr

    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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 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

     

    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Volltext (lizenzpflichtig)
    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781139524650
    Weitere Identifier:
    Schriftenreihe: Cambridge applied linguistics
    Schlagworte: Discourse analysis, Literary; Reading (Higher education); Literary form; Academic writing; English language; English language ; Rhetoric ; Study and teaching; Academic writing ; Study and teaching; Discourse analysis, Literary; Reading (Higher education); Literary form
    Umfang: 1 Online-Ressource (xvi, 171 pages), digital, PDF file(s)
    Bemerkung(en):

    Title from publisher's bibliographic system (viewed on 05 Oct 2015)

  4. Text, role, and context
    developing academic literacies
    Autor*in: Johns, Ann M.
    Erschienen: 1997
    Verlag:  Cambridge University Press, Cambridge

    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... mehr

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    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 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

     

    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Volltext (lizenzpflichtig)
    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781139524650
    Weitere Identifier:
    Schriftenreihe: Cambridge applied linguistics
    Schlagworte: Discourse analysis, Literary; Reading (Higher education); Literary form; Academic writing; English language; English language ; Rhetoric ; Study and teaching; Academic writing ; Study and teaching; Discourse analysis, Literary; Reading (Higher education); Literary form
    Umfang: 1 Online-Ressource (xvi, 171 pages), digital, PDF file(s)
    Bemerkung(en):

    Title from publisher's bibliographic system (viewed on 05 Oct 2015)