Literaturnachweis - Detailanzeige
| Autor/inn/en | Huang, Cheng-Wen; Archer, Arlene |
|---|---|
| Titel | "Academic Literacies" as Moving beyond Writing: Investigating Multimodal Approaches to Academic Argument |
| Quelle | In: London Review of Education, 15 (2017) 1, S.63-72 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1474-8479 |
| Schlagwörter | Persuasive Discourse; Writing (Composition); Multimedia Materials; Academic Discourse; Literary Genres; Media Selection; Literary Styles; Writing Skills; Writing Strategies; Blended Learning; Teaching Methods; Educational Practices |
| Abstract | Research on academic literacies has predominately focused on writing practices in higher education. To account for writing practices in the digital age, this paper emphasizes the importance of extending the focus of academic literacies beyond writing to include multimodal composition. Drawing on social semiotics, we put forward a framework for understanding and analysing multimodal academic argument. This framework views argument in relation to features that make up text, namely mode, genre, discourse, and medium. We also look at ways in which multimodal resources are appropriated into argument through citation. Becoming more explicit about the ways in which academic argument is constructed is important for enabling student access into the discourses and practices of academia. (As Provided). |
| Anmerkungen | UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/journals/london-review-of-education/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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