Text, Role and Context

Ann M. Johns

doi:10.1017/CBO9781139524650

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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Contents

Frontmatter
pp i-vi
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Contents
pp vii-viii
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Series editors' preface
pp ix-x
- By Michael H. Long, Jack C. Richards
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Preface
pp xi-xiv
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Acknowledgments
pp xv-xvi
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1 - Literacy and pedagogy: Three views
pp 1-19
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2 - Genre knowledge and socioliteracies: What readers and writers may share
pp 20-37
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3 - Genre and social forces: “Homely” and academic texts
pp 38-50
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4 - Discourse communities and communities of practice: Membership, conflict, and diversity
pp 51-70
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5 - Special roles: Literacy practitioners as campus mediators and researchers
pp 71-91
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6 - Students as researchers: Investigating texts, processes, and contexts
pp 92-113
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7 - The socioliterate classroom: Basic tenets and goals
pp 114-130
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8 - Putting tenets and goals into practice: Using portfolios in literacy classrooms
pp 131-150
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9 - Conclusion
pp 151-154
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References
pp 155-166
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Index
pp 167-171
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Text, Role and Context

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Contents

Frontmatter
pp i-vi

Contents
pp vii-viii

Series editors' preface
pp ix-x

Preface
pp xi-xiv

Acknowledgments
pp xv-xvi

1 - Literacy and pedagogy: Three views
pp 1-19

2 - Genre knowledge and socioliteracies: What readers and writers may share
pp 20-37

3 - Genre and social forces: “Homely” and academic texts
pp 38-50

4 - Discourse communities and communities of practice: Membership, conflict, and diversity
pp 51-70

5 - Special roles: Literacy practitioners as campus mediators and researchers
pp 71-91

6 - Students as researchers: Investigating texts, processes, and contexts
pp 92-113

7 - The socioliterate classroom: Basic tenets and goals
pp 114-130

8 - Putting tenets and goals into practice: Using portfolios in literacy classrooms
pp 131-150

9 - Conclusion
pp 151-154

References
pp 155-166

Index
pp 167-171

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Text, Role and Context

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Contents

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