A Social Semiotics Framework for Conceptualizing Content Area Literacies

Autor/in	Wilson, Amy Alexandra
Titel	A Social Semiotics Framework for Conceptualizing Content Area Literacies
Quelle	In: Journal of Adolescent & Adult Literacy, 54 (2011) 6, S.435-444 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.54.6.5
Schlagwörter	Discipline; Content Area Reading; Literacy; Semiotics; Secondary School Teachers; Language Arts; Mathematics Education; Science Education; Social Studies; Interdisciplinary Approach; Teaching Methods; Reader Text Relationship; Literacy Education; Secondary School Students + Suchen Sie Ihr Suchwort? Disziplin; Sinnerfassendes Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Semiotik; Sprachkultur; Mathematische Bildung; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler
Abstract	The author outlines ways in which conceptions of texts and literacy may be distinctive across academic disciplines. Framed in theories of social semiotics, she asserts that each discipline is recreated through a series of texts, defined broadly to include any instances of communication. Texts in each content area not only instantiate a particular body of content, but also instantiate social practices and roles in relation to that content. After outlining how content and social roles may vary according to each discipline, the author concludes that content area literacy instruction can include encouraging students to recognize and reflect on these differences in texts and the practices surrounding them, thereby helping students to develop metadiscursive frameworks for navigating content area literacies. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10