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This innovative book employs genre as a fruitful lens for exploring
the complexity of science communication online and the new genre
assemblages formed at the interface of multiple genres in digital
environments. Perez-Llantada and Luzon argue for a
conceptualization of Science 2.0 that views digital genres in
conjunction with other genres, accounting for the ways in which
diverse Internet users choose different points of entry for
accessing information on science of varied depth, views, and
perspectives. Taking Swales's conceptualization of forms of genre
collectivity as its point of departure, the book puts forward this
new understanding of multisemiotic genre assemblages in digital
science communication, considering dimensions of hypertextuality,
intertextuality, and multimodality in the interdependent relations
between genres. The volume draws on a range of case studies each
with a distinct genre assemblage and social agenda, exploring such
areas as high stakes science, open peer review, science
reproducibility, citizen science, and social media networking.
Offering new directions for future research on genre studies and
digital science communication, Genre Networks: Intersemiotic
Relations in Digital Science Communication will be of interest to
scholars in these fields, as well as those working in
multimodality, language and communication, and languages for
academic purposes.
This book presents an overview of the wide variety of digital
genres used by researchers to produce and communicate knowledge,
perform new identities and evaluate research outputs. It explores
the role of digital genres in the repertoires of genres used by
local communities of researchers to communicate both locally and
globally, both with experts and the interested public, and sheds
light on the purposes for which researchers engage in digital
communication and on the semiotic resources they deploy to achieve
these purposes. The authors discuss the affordances of digital
genres but also the challenges that they pose to researchers who
engage in digital communication. The book explores what researchers
can do with these genres, what meanings they can make, who they
interact with, what identities they can construct and what new
relations they establish, and, finally, what language(s) they
deploy in carrying out all these practices.
The aim of this volume is to present a state-of-the-art view on
corpus studies. This collection of papers, presented at the XII
Susanne Hubner Seminar in November 2003 at the University of
Zaragoza, comprises both quantitative and qualitative analyses and
studies on both written and oral corpora. Structured in seven
sections, the book covers a wide range of approaches and
methodologies and reflects current linguistic research. The papers
have been written by scholars from a large number of universities,
mainly from Europe, but also from the USA and Asia. The volume
offers contributions on diachronic studies, pragmatic analyses and
cognitive linguistics, as well as on translation and English for
Specific Purposes. The book includes several papers on corpus
design and reports on research on oral corpora. At a more specific
level, the papers analyse aspects such as politeness issues,
dialectology, comparable corpora, discourse markers, the expression
of evidentiality and writer stance, metaphor and metonymy,
conditional sentences, evaluative adjectives, delexicalised verbs
and nominalization.
The exponential growth in the amount and complexity of information
transmitted and shared on the Internet and the capabilities
afforded by new information technologies result in the continuous
emergence of new genres and new literacy practices that call for
new models of genre analysis and new approaches to teaching
literacy and language, where language learning autonomy has to take
centre stage. Any pedagogical approach which seeks to develop
autonomy in online language learning should also be concerned with
the development of new literacies, with raising an awareness of
digital texts and with the cognitive processes learners engage in
when constructing meaning in hypertext. The purpose of this volume
is to lay the foundations for an approach to online language
learning which draws on the analysis of digital texts and of the
practices and strategies involved in using such texts. With this
aim in mind, this book incorporates and draws relations between
research on digital genres, autonomy, electronic literacies and
language learning tasks, combining theoretical reflections with
pedagogical research. The chapters in this volume, written by
researchers from different academic traditions, report research
concerning digital genres, new literacy skills and the design of
webtasks for effective language learning. These chapters will be
useful resources for researchers and doctoral students interested
in the development of autonomous language learning in digital
environments.
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