Flexibility in genre-based literacy pedagogy: Critical assessments of flexibility

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Research and Development in Higher Education Vol. 23: Flexible Learning for a Flexible Society

July, 2000, 755 pages
Published by
Lesley Richardson & John Lidstone
ISBN
0908557477
Abstract 

Flexible strategies used to promote student learning include both technologically and non- technologically supported strategies. Investigating the former through the use of a networked scientific writing database designed to improve undergraduate students' writing processes, the features of the university learning context and how they influenced the flexible strategies are discussed. The pedagogy supporting the curriculum, genre-based literacy pedagogy, is described and analysed in the light of the use of the networked scientific writing database. Foregrounded in this analysis is the issue of control over learning and the potential of the flexible strategies to allow negotiation over this control between the participants in the learning process. Finally the impact of the technology on the teaching and learning pedagogical model is analysed and on the basis of this, a more general framework for analysing flexible strategies is suggested.