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.

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.

Copyright Owner

Routledge

Language

en

File Format

application/pdf

Published Version

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