Campus Units
English
Document Type
Book Chapter
Publication Version
Accepted Manuscript
Publication Date
2-6-2009
Journal or Book Title
Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks.
Volume
Section One
Issue
Chapter 2
First Page
17
Last Page
30
DOI
10.4324/9780203881750
Abstract
Written texts are central to formal education. The reading (consumption) and writing (production) of texts constitutes a great deal of the activity of students and teachers, and usually forms the basis for assessment and sorting. For this reason, a whole range of fields have taken up the problem of "literacy" (or rather literacies) in formal schooling, not only applied linguistics, rhetoric, and education, but also sociology, semiotics, psychology, social psychology, socio-linguistics, linguistic anthropology, communication studies, and so on. Similarly, learning in workplace and civic contexts is also highly dependent on literacy, and the relations between formal schooling and other contexts for learning are also mediated by alphanumeric texts.
Copyright Owner
Routledge
Copyright Date
2009
Language
en
File Format
application/pdf
Recommended Citation
Russell, David R., "Texts in Contexts: Theorizing Learning by Looking at Genre and Activity" (2009). English Publications. 279.
https://lib.dr.iastate.edu/engl_pubs/279
Included in
Cognitive Psychology Commons, English Language and Literature Commons, Higher Education Commons, Modern Literature Commons, Rhetoric and Composition Commons, Social Psychology Commons
Comments
This accepted book chapter is published as Russell, David R. “Texts in Contexts: Theorizing Learning by Looking at Genre and Activity.” in Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks. Taylor & Francis US, 2009. section 1(2);17-30. doi: 10.4324/9780203881750. Posted with permission.