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Working with Academic Literacies : Case Studies Towards Transformative Practice by Kathy Harrington (2015, Trade Paperback)
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About this product
Product Identifiers
PublisherParlor Press
ISBN-101602357617
ISBN-139781602357617
eBay Product ID (ePID)219628775
Product Key Features
Number of Pages442 Pages
LanguageEnglish
Publication NameWorking with Academic Literacies : Case Studies Towards Transformative Practice
Publication Year2015
SubjectStudy & Teaching, Rhetoric, Literacy, Composition & Creative Writing
TypeTextbook
AuthorKathy Harrington
Subject AreaLanguage Arts & Disciplines
FormatTrade Paperback
Dimensions
Item Height1 in
Item Weight22.8 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceTrade
LCCN2015-042472
Dewey Edition23
IllustratedYes
Dewey Decimal808/.04207
SynopsisPERSPECTIVES ON WRITING SERIES Edited by SUSAN H. MCLEOD and RICH RICE The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts-from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels? ABOUT THE EDITORS: THERESA LILLIS is Professor of English Language and Applied Linguistics at The Open University, UK. She has authored several books, including The Sociolinguistics of Writing (2013). KATHY HARRINGTON is Principal Lecturer in Educational Development at London Metropolitan University. She is co-author (with Mick Healey and Abbi Flint) of Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education (2014). MARY LEA is an Honorary Associate Reader in Academic and Digital Literacies at the Open University, UK. Her recent work considers the relationship of the digital to knowledge making practices in the university. SALLY MITCHELL is Head of Learning Development at Queen Mary University of London, where she established "Thinking Writing," a strand of development activity to support academic staff in the uses of writing in their disciplines and their teaching., PERSPECTIVES ON WRITING SERIES Edited by SUSAN H. MCLEOD and RICH RICE The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts-from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluna, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels? ABOUT THE EDITORS: THERESA LILLIS is Professor of English Language and Applied Linguistics at The Open University, UK. She has authored several books, including The Sociolinguistics of Writing (2013). KATHY HARRINGTON is Principal Lecturer in Educational Development at London Metropolitan University. She is co-author (with Mick Healey and Abbi Flint) of Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education (2014). MARY LEA is an Honorary Associate Reader in Academic and Digital Literacies at the Open University, UK. Her recent work considers the relationship of the digital to knowledge making practices in the university. SALLY MITCHELL is Head of Learning Development at Queen Mary University of London, where she established "Thinking Writing," a strand of development activity to support academic staff in the uses of writing in their disciplines and their teaching."
LC Classification NumberPE1404.W65 2015
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