Campus Units

English

Document Type

Article

Publication Version

Published Version

Publication Date

2010

Journal or Book Title

Revista Signos

Volume

43

Issue

s1

First Page

227

Last Page

248

DOI

10.4067/S0718-09342010000300013

Abstract

What is the relationship between medium and genre in learning and development? North American genre theory suggests following Miller (1984, 1994) that genre is social action. Genres evoke expectations, direct attention, guide action and suggest ‘what motives we may have.’ Yet the relationship between media and genres, as Miller suggested at SIGET IV (1997), is complex. The blog, for example, quickly evolved from being one genre to many genres and, today, might be said to be a medium more than a genre. Bazerman at SIGET IV (2007) argued, following Vygotsky (1997), that genres −particularly written genres− ‘provide highly differentiated, scaffolded communicative spaces in which we learn the cognitive practices of specialized domains.’ This paper provides some evidence for Bazerman’s theory from a case study of students in engineering. It shows how genres may scaffold development by directing attention and focusing motivation to ensembles of genres in a range of media, and repay greater study.

Comments

This article is published as Russell, David and Harms, Patricia Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory . Revista Signos, 2010, 43(S1);227-248. DOI: 10.4067/S0718-09342010000300013. Posted with permission.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Copyright Owner

The Author(s)

Language

en

File Format

application/pdf

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