9,038 research outputs found

    Contextualizing Media Choice Using Genre Analysis

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    Value creation is increasingly organized in virtualized settings requiring effective computer-mediated communication. While media choice has been a topic of interest in Information Systems for some time, corresponding media choice theories exhibit a range of shortcomings with regard to applicability in context. Since the theories try to generalize across social contexts, their key constructs are rather abstract and underspecified with regard to application. Against this backdrop we present an approach for contextualizing media choice using genre analysis. Genre analysis aims at identifying communication patterns (genres) in social communities (e. g. teams) as a structured overview of existing team communication. By juxtaposing requirements of the identified genres and media characteristics, we are able to propose a new set of media for improving team communication. We illustrate the application of our approach with a case example

    Re-thinking context and reflexive mediation in the teaching of writing

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    This paper calls for a renewed focus on the teaching of writing. It proposes a conceptual model, based on a social realist perspective, which takes account of the ways in which teachers reflexively mediate personal, professional and political considerations in enacting their writing pedagogies. This model extends understanding of the factors contextualising the teaching of writing. It also provides a useful guide for research into the teaching of writing and a prompt for reflexivity in professional development

    The function of square quotes in hard news: Metadiscoursal and generic perspectives

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    This paper is concerned with the issue of scare quoting in British hard news reports. It examines two types of scare quotes distinguished by voice origin – scare quotes originating with the internal voice and scare quotes attributed to an external voice (Dillon 1988, Schneider 2002, Predelli 2003, Bednarek 2006, Meibauer 2015, Nacey 2012). Scare quotes originating with the internal voice are comparable to code glosses (Hyland 2005, 2007) and they reflect the writer’s assumptions about the reader’s expectations regarding various aspects of the enclosed words, including meaning, register and style. Such scare quotes tend to co-occur with explicit verbal metadiscourse, partial quotes and contextualising authorial discourse with which they create functionally homogenous sections. Scare quotes attributed to an external voice overlap with partial direct quotes but the former are overlayed with an authorial attitude towards the enclosed words or the reported speaker; attitude is induced by the interaction between scare quotes and context, especially generic/discourse patterns such as contrast and repetition. The authorial comment signalled by code glossing and attitudinal quotation marks is implicit and thus in line with hard news generic conventions. The functions of scare quotes bear relevance to the novelty and negativity of reported events and are also reflected in the distribution across the generic structure (Urbanová 2013)

    Possibilities for pedagogy in Further Education: Harnessing the abundance of literacy

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    In this report, it is argued that the most salient factor in the contemporary communicative landscape is the sheer abundance and diversity of possibilities for literacy, and that the extent and nature of students' communicative resources is a central issue in education. The text outlines the conceptual underpinnings of the Literacies for Learning in Further Education project in a social view of literacy, and the associated research design, methodology and analytical framework. It elaborates on the notion of the abundance of literacies in students' everyday lives, and on the potential for harnessing these as resources for the enhancement of learning. It provides case studies of changes in practice that have been undertaken by further education staff in order to draw upon students' everyday literacy practices on Travel and Tourism and Multimedia courses. It ends with some of the broad implications for conceptualising learning that arise from researching through the lens of literacy practices

    Sex and the Cinema: What American Pie Teaches the Young

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    This paper focuses upon the wildly successful blockbuster American Pie teenpics, especially American Pie 3 – the Wedding. I argue that these films, which are sited so securely within the visual and pedagogical machinery of Hollywood culture, are specifically designed to appeal to teenage male audiences, and to provide lessons in sex and romance. Movies like this are especially important as they are experienced by far more teenagers than, for example, instructional films or other classroom materials; indeed, as Henry Giroux has observed, "teens and youth learn how to define themselves outside of the traditional sites of instruction, such as the home and the school
 Learning in the postmodern age is located elsewhere – in popular spheres that shape their identities, through forms of knowledge and desires that appear absent from what is taught in schools" (Giroux, 1997, p.49). In this paper I discuss whether the American Pie series is actually a "new age" effort which, via insubordinate performances of gender, contests the hegemonic field of signification which regulates the production of sex, gender and desire, or whether it is more accurately described as a retrogressive hetero-conservative opus with a veneer of sexual radicalism. In short, I intend to probe whether this filmic vector for sex education is all about the shaping of responsible, caring, vulnerable men, or is it guiding them to become just like their heterosexual, middle-class fathers? And whether, despite its riotous and raunchy advertising, American Pie really dishes up something spicy or something terribly wholesome instead

    Action Research and Autonomous Language Learning in the Age of Cybergenres

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    In this special issue of CORELL, we will outline the current positions of our research group GIAPEL with regard to the multidimensional transformation that the ICT (Information and Communication Technologies)4 exert on the three vertices of the classical didactic triangle, that is the interaction between learners, teacher and content We will also be looking at how the group approaches the new problems that arise in the field of educational mediation and action research in the teaching-learning of languages, which is seen as a dialogue between teachers and learners as subjects and agents of social practices within a particular contex

    Challenges in the Application of Genre Theory to Improve L2 Academic Writing: Effective Reports and Assessment

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    This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English

    Technology, Pedagogy and Digital Production: A Case Study of Children Learning New Media Skills

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    This article presents an analysis of data from a project which investigated children and young people's learning of digital cultures in informal settings in Britain. The project aimed to build links between young peoples' leisure and learning experiences, by engaging with the content and styles of learning connected with digital cultures in homes and community centres. The focus of this article is on a computer games making course for young people age 9 – 13. The article looks specifically at issues around technology and pedagogy. Questions are raised about types of software used with this age range, and the article includes a discussion of the models of learning which describe young people?s interactions with digital cultures
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