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Brian Ray 《Computers and Composition》2013,30(3):183-196
This article turns to genre theory's recent explorations of uptake, broadly defined as the ways genres interact, as a resource for sketching a pedagogy of shuttling between genres. Using uptake, I intend to reconceptualize multimodal compositions as a means of participating in rhetorical ecologies that consist of transactions between genres instead of thinking of remixes as an end in themselves. In this article, I first define the concept of uptake in detail and discuss its use in rhetorical genre studies. After further illustrating uptake through an analysis of transactions between YouTube parodies and the 2005 German language film Downfall, I discuss existing scholarship in multimodal composition that draws on genre but not the idea of uptake in order to lay a foundation for a pedagogy that highlights the links, feedbacks, and rules that coordinate genres. My aim in the last section is to sketch possibilities for how teachers and students can deploy the concept of uptake as a rhetorical tool to strengthen their awareness of genre and multimodality. In doing this, I hope to reposition multimodal projects as beginnings or midpoints that lead to students’ emersion into public discourse rather than culminations or end goals in themselves. Integrating studies of uptake into writing curricula in this way will help students to make sophisticated rhetorical decisions in the age of media convergence. 相似文献
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Nancy W. Brickhouse 《Canadian Journal of Science, Mathematics, & Technology Education》2013,13(2):203-206
Abstract In this commentary on ‘Time to Change Drivers for Science Literacy’ by Peter Fensham I address two issues raised by Fensham. First, Why is reforming the science curriculum so hard? I suggest that the reason that science curriculum reform is difficult to achieve is that the practice of science teaching has been shaped by the culture in which it is embedded. Second, What are the potential possibilities of and problems with Fensham's reform proposal? The content of the curriculum that Fensham proposes would be largely dependent on how the societal experts are chosen and on what media sources are examined. Finally, we need to recognize that whatever we agree upon today as the most appropriate content for the science curriculum must be continually negotiated and revised. 相似文献
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