The "academic literacies" model: Theoryand applications
The "academic literacies" model: Theoryand applications
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DOI：
10.1207/s15430421tip4504_11
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发表时间：
2006-09-01
影响因子：
3.2
通讯作者：
Street, Brian V.
中科院分区：
文献类型：
--
作者：
Lea, Mary R.;Street, Brian V.
虽然学术素养一词最初是针对高等教育和大学中的素养研究而开发的，但这一概念也适用于K-12教育。学术素养的观点将阅读和写作视为随语境、文化和体裁而变化的社会实践（巴顿和汉密尔顿，1998;斯特里特，1984，1995）。学科的扫盲实践可以被视为与不同社区相关的各种社会实践。此外，学术素养的视角还考虑到与科目和学科不直接相关，但与更广泛的机构话语和流派相关的素养。从学生的角度来看，学术素养实践的一个主要特征是要求他们在一种环境和另一种环境之间转换写作风格和体裁，以部署适合每种环境的素养实践，并处理每种环境所唤起的社会意义和身份。
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K-12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies not directly associated with subjects and disciplines, but with broader institutional discourses and genres. From the student point of view, a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social-meanings and identities that each evokes.