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首页> 外文期刊>Computers and Composition >A Review of Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development
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A Review of Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development

机译：不断扩展的文化景观的回顾：学科发展的人，实践和社会历史观点

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In Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development, Kevin Roozen and Joe Erickson confront many of the assumptions about disciplinary writing knowledge and transfer that make up many of the traditional approaches to composition pedagogy. The authors begin by questioning the dominant belief that writing knowledge is developed through gradual disciplinary enculturation which then transfers to new writing situations. Roozen and Erickson instead argue that we should look beyond disciplinary borders and interrogate how the literacies of our everyday lives shape, influence, and complicate academic and professional writing practices. In their ebook, the authors address this issue by exploring how writing knowledge is formed through the historical trajectories of vernacular literacies. In many ways, they present an inversion of the transfer model and argue that our writing knowledge and practices are shaped by vernacular composition activities that are a part of our everyday experiences, or what they call "lifeworlds." Throughout the text, they draw inspiration from Paul Prior's argument for sociohistoric analyses of writing experiences and use Ron Scollon's mediated discourse analysis as a theoretical framework. Early on, the authors set out several claims that elaborate on their concepts of historical trajectories, vernacular literacies, and lifeworlds that have sweeping implications for the field. Their claims include the argument that disciplinary development is situated in a complexly varied network of historical trajectories, that writing knowledge and practices are mediated by a nexus of "the many discourses, practices, artifacts, and identities of a person's life," and that disciplinary development is about navigating this "nexus of multiple practices and identities," These ideas all lead to the conclusion that we, as teachers, need to anticipate, accommodate, and draw attention to the role of students' diverse, complex, and often messy literate landscapes in our pedagogies. In chapter one, "Re-Mapping Disciplinary Development," Roozen and Erickson outline traditional approaches to understanding disciplinary writing knowledge, which is founded on the dominant metaphor of enculturation, and challenge assumptions about the relationship between vernacular engagements and writing knowledge. The most interesting section of the first chapter is its conclusion, in which Roozen and Erickson each describe their rationale for pursuing this project and interrogate how their disciplinary knowledge and vernacular literacies have "interanimated." In this section, each author offers often relatable reflections on the textualities that make up their everyday lives, such as list making and graphic design. These reflections lead the authors-and, likewise, the readers-to the realization that the literacies that permeate our lives are all interconnected.
机译：在“扩展文学境界：人，实践和学科发展的社会历史观点”中，凯文·鲁岑和乔·埃里克森面对了许多关于学科写作知识和迁移的假设，这些假设构成了构成教学法的许多传统方法。作者首先质疑占主导地位的信念，即写作知识是通过逐步的学科培养而发展的，然后逐渐转移到新的写作环境中。罗森（Roozen）和埃里克森（Erickson）辩称，我们应该超越学科界限，审视我们的日常生活素养如何塑造，影响和使学术和专业写作实践变得复杂。在他们的电子书中，作者探讨了如何通过白话文学的历史轨迹来形成写作知识。在许多方面，他们提出了一种转移模型的倒置，并认为我们的写作知识和实践是由白话作文活动所塑造的，这些活动是我们日常经验或所谓的“生活世界”的一部分。从保罗·普里尔（Paul Prior）关于写作经验的社会历史分析的论点中汲取灵感，并使用罗恩·斯科隆（Ron Scollon）的中介话语分析作为理论框架。早期，作者提出了一些主张，这些主张详细阐述了他们的历史轨迹，白话文学和生活世界的概念，这些观念对该领域具有广泛的影响。他们的论点包括论点，即学科发展位于一个复杂多样的历史轨迹网络中，写作知识和实践是由“一个人生活中的许多话语，实践，人工制品和身份”之间的联系来调节的。学科发展是关于“多种实践和身份的纽带”的导航。这些观点都得出这样的结论：作为教师，我们需要预见，容纳并提请注意学生多样化，复杂的角色，在我们的教学法中，经常是凌乱的文化景观。在第一章“重新映射学科发展”中，Roozen和Erickson概述了理解学科写作知识的传统方法，该方法建立在主要的文化隐喻基础上，并挑战关于白话活动与写作知识之间关系的假设。第一章最有趣的部分是结论，其中Roozen和Erickson分别描述了他们追求该项目的理由，并审视了他们的学科知识和白话文艺如何“相互影响”。在这一部分中，每位作者通常都会提供与之相关的信息。对构成日常生活的文字的思考，例如列表制作和图形设计。这些思考使作者以及读者同样认识到，渗透到我们生活中的文学都是相互联系的。

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