A social semiotics framework for conceptualizing content area literacies

Document Type

Article

Journal/Book Title/Conference

Journal of Adolescent and Adult Literacy

Volume

54

Issue

6

Publisher

Wiley-Blackwell

Publication Date

2011

First Page

435

Last Page

444

Abstract

he 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.

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