1 Danish School of Education - Research Programme in Teaching and Learning in the Disciplines, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University
om kritisk genredidaktik og repræsentationen af genre i to læremidler
The focus of this article is on the concept of genre and how genre is represented in two learning materials. The article defines genre as a sociosemiotic phenomenon and terms the definition critical concept of genre. This is illustrated by a graphic circle model, which shows the aspects of the developing process of genre and the effects from and toward discourses.The article argues (a) that the school curriculum should include critical genre awareness and (b) that the circle model represents an understanding of aspects of genre which the students should be engaged in to achieve critical genre awareness. The critical genre awareness is defined as the awareness of the context of communication (the correlation between discourse, situation, purpose, other texts, author, recipient) and the ability to make use of this knowledge while consuming and writing generic texts.The article looks at the speech acts in both explicit and instructional design in the learning materials and shows how the concept of genre is represented. The results of the analysis show that there are two different approaches: a narrow formal representation of genre which represents only a few aspects of the model and another one which represents almost all the aspects.
Kubanskii Gosudarstvennyi Universitet. Izvestiya. Estestvennye Nauki: 12 Bidrag Til Danskfagets Didaktik, 2013, p. 25-43