Palabras clave
Ciencia ciudadana
Culturas escritas
Trayectorias textuales
Escritura cientifica
Mariposa monarca
Culturas escritas
Trayectorias textuales
Escritura cientifica
Mariposa monarca
Cómo citar
MÉNDEZ, Roberto; KALMAN, Judith. Textos que vuelan: producción y trayectorias de reportes escritos sobre la migración de la mariposa monarca. Trabalhos em Linguística Aplicada, Campinas, SP, v. 59, n. 1, p. 296–329, 2020. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8657231. Acesso em: 26 jul. 2024.
Resumen
Los registros y reportes escritos de participantes en programas de ciencia ciudadana han sido valorados a partir de criterios de confiabilidad y validez científica que a menudo invalidan la naturaleza contextual de su escritura. Desde una perspectiva etnográfica basada en los Nuevos Estudios de Cultura Escrita analizamos los procesos de producción y las trayectorias textuales de reportes de dos ciudadanos en un programa de ciencia ciudadana que monitorea la migración de la mariposa monarca en México poniendo atención a la forma como los participantes elaboran sus textos, los recursos materiales y lingüísticos a los que tienen acceso, la manera como están construidos sus escritos, así como la concepción de los autores sobre la producción de documentos escritos. Reconstruimos la trayectoria de cada texto siguiendo los escritos desde su producción, las actividades sociales que los autores realizan con estos materiales, la forma como se mueven y modifican de un contexto a otro, los actores involucrados en estos procesos y los significados alrededor de su producción y trayectoria. A través de tres categorías (textos ideales, textos puente y textos globales) mostramos que en su producción y trayectoria textual está muy presente un Discurso normativo (Gee, 2007) sobre lo que es la investigación y el conocimiento científico, y que en consecuncia impacta en la forma de escribir sobre la migración de la mariposa monarca.
Citas
ACEVES-BUENO, E., ADELEYE, A., FERAUD, M., HUANG, Y., TAO, M., YANG, Y., & ANDERSON, S. (2017). The Accuracy of Citizen Science Data: A Quantitative Review. Bulletin of the Ecological Society of America, 98(4), 278-290.
BARTON, D. (1994). Literacy. An introduction to the ecology of written language. Oxford: Blackwell.
BARTON, D., & HALL, N. (1999). Letter Writting as a Social Practice. Amsterdam: John Benjamins Publishing Company.
BARTON, D., & HAMILTON, M. (1998). Local literacies: Reading and writing in one community: Routledge.
BARTON, D., & PAPEN, U. (2010). What Is the Anthropology of Writing? En D. Barton & U. Papen (Eds.), The Anthropology of Writing. Understanding Textually-Mediated Worlds. Londres: Continuum.
BAZERMAN, C. (1988). Shaping written knowledge: The genre and actitivy of the experimental article in science (Vol. 356). Madison: University of Wisconsin Press.
BAZERMAN, C. (2003). Speech acts, genres, and activity systems: How texts organize activity and people. En: C. Bazerman & P. Prior (Eds.), What writing does and how it does (pp. 315-346). Mahwah, New Jersey: Routledge.
BLOMMAERT, J. (2005). Discourse: A critical introduction: Cambridge University Press.
BLOMMAERT, J. (2008). Grassroots literacy. Writing, Identity and Voice in Central Africa. New York: Routledge.
BLOMMAERT, J. (2013a). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity (Vol. 18). Bristol, Buffalo y Toronto Multilingual Matters.
BLOMMAERT, J. (2013b). Writing as a sociolinguistic object. Journal of Sociolinguistics, 17(4), 440-459.
BLOMMAERT, J., & JIE, D. (2010). Ethnographic fieldwork: a beginner´s guide. Bristol: Multilingual Matters.
BONNEY, R., COOPER, C., DICKINSON, J., KELLING, S., PHILLIPS, T., ROSENBERG, K., & SHIRK, J. (2009). Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy. BioScience, 59(11), 977-984.
BRANDT, D., & CLINTON, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.
CATLIN-GROVES, C. L. (2012). The citizen science landscape: from volunteers to citizen sensors and beyond. International Journal of Zoology, 2012.
CLARK, R., & IVANIČ, R. (1997). The politics of writing. Londres y Nueva York: Routledge.
CONRAD, C. C., & HILCHEY, K. G. (2011). A review of citizen science and community-based environmental monitoring: issues and opportunities. Environmental Monitor Assessment, 176(1-4), 273-291.
DEVICTOR, V., WHITTAKER, R. J., & BELTRAME, C. (2010). Beyond scarcity: citizen science programmes as useful tools for conservation biogeography. Diversity and distributions, 16(3), 354-362.
DICKINSON, J., & BONNEY, R. (2012). Why Citizen Science? En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 1-14). Ithaca, NY: Cornell University Press.
DICKINSON, J., ZUCKERBERG, B., & BONTER, D. (2010). Citizen science as an ecological research tool: challanges and benefits. Annual Review of Ecology, Evolution and Systematics, 41, 149-172.
DICKINSON, J. L., SHIRK, J., BONTER, D., BONNEY, R., CRAIN, R. L., MARTIN, J., . . . PURCELL, K. (2012). The current state of citizen science as a tool for ecological research and public engagement. Frontiers in Ecology and the Environment, 10(6), 291-297.
EITZEL, M., CAPPADONNA, J. L., SANTOS-LANG, C., DUERR, R. E., VIRAPONGSE, A., WEST, S. E., . . . SFORZI, A. (2017). Citizen science terminology matters: Exploring key terms. Citizen Science: Theory and Practice, 2(1).
FREITAG, A., MEYER, R., & WHITEMAN, L. (2016). Strategies Employed by Citizen Science Programs to Increase the Credibility of Their Data. Citizen Science: Theory and Practice, 1(2), 1-11.
GEE, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research: Lawrence Erlbaum Associates.
GEE, J. P. (2007). Social linguistics and literacies: Ideology in discourses: Routledge.
GEE, J. P. (2010). How to do discourse analysis: A toolkit: Routledge.
GUIÉRREZ-RODILLA, B. (2005). El lenguaje de las ciencias. Madrid: Gredos.
HALLIDAY, M., & MATTHIESSEN, C. (2013). Halliday's introduction to functional grammar: Routledge.
HEATH, S. B., & STREET, B. V. (2008). On Ethnography: Approaches to Language and Literacy Research. Language & Literacy (NCRLL): ERIC.
KALMAN, J. (1996). Joint composition: The collaborative letter writing of a scribe and his client in Mexico. Written Communication, 13(2), 190-220.
KALMAN, J. (2003a). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos. Revista Mexicana de Investigación Educativa, VIII(17), 37-66.
KALMAN, J. (2003b). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos de lectura y escritura. Revista Mexicana de Investigación Educativa, 8(17), 37-66.
KALMAN, J. (2003c). Escribir en la plaza. México, D. F: Fondo de Cultura Económica.
KALMAN, J. (2009). San Antonio ¡Me urge!. Preguntas sin respuesta acerca de la especificidad de dominio de los géneros textuales y las prácticas leltradas. In J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales. México, D. F: CREFAL, Siglo XXI Editores.
KALMAN, J., & RENDÓN, V. (2015). Uso de la hoja de cálculo para analizar dsatos cualitativos. Magis. Revista Internacional de Investigación en Educación, 9(18).
KELL, K. (2009). Situar las prácticas: nuevos estudios de cultura escrita y estudios etnográficos en Sudáfrica. En J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales (pp. 364-386). México: Siglo XXI.
KOBORI, H., DICKINSON, J., WASHITANI, R., & TATSUYA, A. (2016). Citizen science: a new approach to advance ecology, education and conservation. Ecological research, 31(1), 1-19.
KOSMALA, M., WIGGINS, A., SWANSON, A., & SIMMONS, B. (2016). Assesing data quality in citizen science. Frontiers in Ecology and the Environment, 14(10), 551-560.
KRESS, G. (2000). Desingn and Transformation. New Theories of Meaning. En B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Desing of Social Futures (pp. 149-157): Routledge.
LATOUR, B. (2001). La esperanza de Pandora. Ensayos sobre la realidad de los estudios de la ciencia. Barcelona: Gedisa.
LATOUR, B., & WOOLGAR, S. (1986). Laboratory Life: The Construction of Scientific Facts: Princeton University Press.
LAWRENCE, A., & TURNHOUT, E. (2010). Personal meaning in the public sphere: The standardisation and rationalisation of biodiversity data in the UK and the Netherlands. Journal of Rural Studies, 26(4), 353-360.
LEMKE, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Barcelona: Paidós.
LEMKE, J. (1998). Multiplying meaning. Visual and verbal semiotic in scientific text. En J. Martin & R. Veel (Eds.), Reading Science. Londres: Routledge.
LEMKE, J. (2001). Articulating communities: Sociocultural perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296-316.
LILLIS, T. (2013). Sociolinguistics of writing: Edinburgh University Press.
LILLIS, T. (2017). Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido. Signo y Pensamiento, 36(71).
LILLIS, T., & Maybin, J. (2017). Introduction: The dynamics of textual trajectories in professional and workplace. Text and Talk, 37(4), 409-414.
MAUZ, I., & GRANJOU, C. (2013). A new border zone in science. Collaboration and tensions between modelling ecologists and field naturalists. Science as Culture, 22(3), 314-343.
MÉNDEZ, J. M. (2004). El escrito académico: un tejido de textos múltiples. México, D. F: Universidad Pedagógica Nacional.
MILLER-RUSHING, A., PRIMACK, R., & BONNEY, R. (2012). The history of public participation in ecological research. Frontiers in Ecology and the Environment, 10(6), 285-290.
NOV, O., ARAZY, O., & ANDERSON, D. (2014). Scientist@Home: What Drives the Quantity and Quality of Online Citizen Science Participation? PloS one, 9(4), e90375.
OBERHAUSER, K. (2012). Monitoring Monarchs: Citizen Science and a Charismatic Insect. En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 35-42). Ithaca y Londres: Comstock Publishing Associates.
OBERHAUSER, K., & PRYSBY, M. D. (2008). Citizen science: creating a research army for conservation. American Entomologist, 54(2), 103-104.
OBERHAUSER, K., RIES, L., ALTIZEL, S., BATALDEN, R., KUDELL-EKSTRUM, GARLAN, M., . . . WALTON, D. (2015). Contributions to Monarch Biology and Conservation through Citizen Science: Seventy Years and Counting. En K. Oberhauser, K. Nail, & Altizer (Eds.), Monarchs in a changing world: biology and conservation of an iconic butterfly. Ithaca y Londres: Cornell University Press.
PONTILLE, D. (2010). Updating a biomedical database: writing, reading and invisible contribution. En Barton, D y Papen, U. (ed.)(2010). Anthropology of Writing: Understanding Textually-Mediated Worlds, London, Continuum, 47-66.
RATNIEKS, F., SCHRELL, F., SHHEPARD, R., BROWN, E., BRISTOW, O., & GARBUZOV, M. (2016). Data reliability in citizen science: learning curve and the effects of training method, volunteer background and experience on identification accuracy of insects visiting ivy flowers. Methods in Ecology and Evolution, 7(10), 1226-1235.
REID, G. (2019). Compressing, Expanding, and Attending to Scientific Meaning: Writing the Semiotic Hybrid of Science for Professional and Citizen Scientist. Written Communication, 36(1), 68-98.
ROGOFF, B. (1997). Los tres planos de la actividad sociocultural: apropiación participativa, participación guiada y aprendizaje. En J. Wertsch, P. del Río, & A. Álvarez (Eds.), La mente sociocultural. Aproximaciones teóricas y aplicadas (pp. 111-128). Madrid: Fundación Infancia y Aprendizaje.
SCARBOROUGH, K. (2018). Writing to the World: Letters and the Origins of Modens Print Genre. Baltimore: Johns Hopkins University Press.
STREET, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
STREET, B. (1995). Social Literacies. Critical Approaches to Literacy in Development, Ethnography and Education. Nueva York: Routledge.
STREET, B. (2003). What´s "new" in New Literacy Studies?. Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-91.
TRIMBUR, J. (2013). Grassroots literacy and the written record: Asbestos activism in South Africa. Journal of Sociolinguistics, 17(4), 460-487.
TURNHOUT, E., & BOONMAN-BERSON, S. (2011). Databases, scaling practices, and the globalization of biodiversity. Ecology and Society, 16(1).
TURNHOUT, E., WATERTON, C., NEVES, K., & BUIZER, M. (2013). Rethinking biodiversity: from goods and services to “living with”. Conservation Letters, 6(3), 154-161.
VEEL, R. (1997). Learning how to mean-scientifically speaking: apprenticeship into scientific disourse in the secondary school. En F. Christie & J. R. Martin (Eds.), Genre and institutions. Social Process in the Workplace and School. Londres: Continuum.
VETTER, J. (2011). Lay Observers, Telegraph Line, and Kansas Weather: The Field Network as a Mode of Knowledge Production. Science in Context, 24(2), 259-280.
WIGGINS, A., BONNEY, R., GRAHAM, E., HENDERSON, S., KELLING, S., LITTAUER, R., . . . WELTIZIN, J. (2013). Data Management. Guide for Public Participation in Scientific Research. . Albuquerque, NM: DataONE.
WIGGINS, A., NEWMAN, G., STEVENSON, R., & CROWSTONS, K. (2011). Mechanisms for data quality and validation in citizen science. Paper presented at the IEEE Seventh International Conference on e-Science Workshops.
XUE, K. (2014). Popular Science. Harvard Magazine, 54-59.
BARTON, D. (1994). Literacy. An introduction to the ecology of written language. Oxford: Blackwell.
BARTON, D., & HALL, N. (1999). Letter Writting as a Social Practice. Amsterdam: John Benjamins Publishing Company.
BARTON, D., & HAMILTON, M. (1998). Local literacies: Reading and writing in one community: Routledge.
BARTON, D., & PAPEN, U. (2010). What Is the Anthropology of Writing? En D. Barton & U. Papen (Eds.), The Anthropology of Writing. Understanding Textually-Mediated Worlds. Londres: Continuum.
BAZERMAN, C. (1988). Shaping written knowledge: The genre and actitivy of the experimental article in science (Vol. 356). Madison: University of Wisconsin Press.
BAZERMAN, C. (2003). Speech acts, genres, and activity systems: How texts organize activity and people. En: C. Bazerman & P. Prior (Eds.), What writing does and how it does (pp. 315-346). Mahwah, New Jersey: Routledge.
BLOMMAERT, J. (2005). Discourse: A critical introduction: Cambridge University Press.
BLOMMAERT, J. (2008). Grassroots literacy. Writing, Identity and Voice in Central Africa. New York: Routledge.
BLOMMAERT, J. (2013a). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity (Vol. 18). Bristol, Buffalo y Toronto Multilingual Matters.
BLOMMAERT, J. (2013b). Writing as a sociolinguistic object. Journal of Sociolinguistics, 17(4), 440-459.
BLOMMAERT, J., & JIE, D. (2010). Ethnographic fieldwork: a beginner´s guide. Bristol: Multilingual Matters.
BONNEY, R., COOPER, C., DICKINSON, J., KELLING, S., PHILLIPS, T., ROSENBERG, K., & SHIRK, J. (2009). Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy. BioScience, 59(11), 977-984.
BRANDT, D., & CLINTON, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.
CATLIN-GROVES, C. L. (2012). The citizen science landscape: from volunteers to citizen sensors and beyond. International Journal of Zoology, 2012.
CLARK, R., & IVANIČ, R. (1997). The politics of writing. Londres y Nueva York: Routledge.
CONRAD, C. C., & HILCHEY, K. G. (2011). A review of citizen science and community-based environmental monitoring: issues and opportunities. Environmental Monitor Assessment, 176(1-4), 273-291.
DEVICTOR, V., WHITTAKER, R. J., & BELTRAME, C. (2010). Beyond scarcity: citizen science programmes as useful tools for conservation biogeography. Diversity and distributions, 16(3), 354-362.
DICKINSON, J., & BONNEY, R. (2012). Why Citizen Science? En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 1-14). Ithaca, NY: Cornell University Press.
DICKINSON, J., ZUCKERBERG, B., & BONTER, D. (2010). Citizen science as an ecological research tool: challanges and benefits. Annual Review of Ecology, Evolution and Systematics, 41, 149-172.
DICKINSON, J. L., SHIRK, J., BONTER, D., BONNEY, R., CRAIN, R. L., MARTIN, J., . . . PURCELL, K. (2012). The current state of citizen science as a tool for ecological research and public engagement. Frontiers in Ecology and the Environment, 10(6), 291-297.
EITZEL, M., CAPPADONNA, J. L., SANTOS-LANG, C., DUERR, R. E., VIRAPONGSE, A., WEST, S. E., . . . SFORZI, A. (2017). Citizen science terminology matters: Exploring key terms. Citizen Science: Theory and Practice, 2(1).
FREITAG, A., MEYER, R., & WHITEMAN, L. (2016). Strategies Employed by Citizen Science Programs to Increase the Credibility of Their Data. Citizen Science: Theory and Practice, 1(2), 1-11.
GEE, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research: Lawrence Erlbaum Associates.
GEE, J. P. (2007). Social linguistics and literacies: Ideology in discourses: Routledge.
GEE, J. P. (2010). How to do discourse analysis: A toolkit: Routledge.
GUIÉRREZ-RODILLA, B. (2005). El lenguaje de las ciencias. Madrid: Gredos.
HALLIDAY, M., & MATTHIESSEN, C. (2013). Halliday's introduction to functional grammar: Routledge.
HEATH, S. B., & STREET, B. V. (2008). On Ethnography: Approaches to Language and Literacy Research. Language & Literacy (NCRLL): ERIC.
KALMAN, J. (1996). Joint composition: The collaborative letter writing of a scribe and his client in Mexico. Written Communication, 13(2), 190-220.
KALMAN, J. (2003a). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos. Revista Mexicana de Investigación Educativa, VIII(17), 37-66.
KALMAN, J. (2003b). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos de lectura y escritura. Revista Mexicana de Investigación Educativa, 8(17), 37-66.
KALMAN, J. (2003c). Escribir en la plaza. México, D. F: Fondo de Cultura Económica.
KALMAN, J. (2009). San Antonio ¡Me urge!. Preguntas sin respuesta acerca de la especificidad de dominio de los géneros textuales y las prácticas leltradas. In J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales. México, D. F: CREFAL, Siglo XXI Editores.
KALMAN, J., & RENDÓN, V. (2015). Uso de la hoja de cálculo para analizar dsatos cualitativos. Magis. Revista Internacional de Investigación en Educación, 9(18).
KELL, K. (2009). Situar las prácticas: nuevos estudios de cultura escrita y estudios etnográficos en Sudáfrica. En J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales (pp. 364-386). México: Siglo XXI.
KOBORI, H., DICKINSON, J., WASHITANI, R., & TATSUYA, A. (2016). Citizen science: a new approach to advance ecology, education and conservation. Ecological research, 31(1), 1-19.
KOSMALA, M., WIGGINS, A., SWANSON, A., & SIMMONS, B. (2016). Assesing data quality in citizen science. Frontiers in Ecology and the Environment, 14(10), 551-560.
KRESS, G. (2000). Desingn and Transformation. New Theories of Meaning. En B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Desing of Social Futures (pp. 149-157): Routledge.
LATOUR, B. (2001). La esperanza de Pandora. Ensayos sobre la realidad de los estudios de la ciencia. Barcelona: Gedisa.
LATOUR, B., & WOOLGAR, S. (1986). Laboratory Life: The Construction of Scientific Facts: Princeton University Press.
LAWRENCE, A., & TURNHOUT, E. (2010). Personal meaning in the public sphere: The standardisation and rationalisation of biodiversity data in the UK and the Netherlands. Journal of Rural Studies, 26(4), 353-360.
LEMKE, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Barcelona: Paidós.
LEMKE, J. (1998). Multiplying meaning. Visual and verbal semiotic in scientific text. En J. Martin & R. Veel (Eds.), Reading Science. Londres: Routledge.
LEMKE, J. (2001). Articulating communities: Sociocultural perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296-316.
LILLIS, T. (2013). Sociolinguistics of writing: Edinburgh University Press.
LILLIS, T. (2017). Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido. Signo y Pensamiento, 36(71).
LILLIS, T., & Maybin, J. (2017). Introduction: The dynamics of textual trajectories in professional and workplace. Text and Talk, 37(4), 409-414.
MAUZ, I., & GRANJOU, C. (2013). A new border zone in science. Collaboration and tensions between modelling ecologists and field naturalists. Science as Culture, 22(3), 314-343.
MÉNDEZ, J. M. (2004). El escrito académico: un tejido de textos múltiples. México, D. F: Universidad Pedagógica Nacional.
MILLER-RUSHING, A., PRIMACK, R., & BONNEY, R. (2012). The history of public participation in ecological research. Frontiers in Ecology and the Environment, 10(6), 285-290.
NOV, O., ARAZY, O., & ANDERSON, D. (2014). Scientist@Home: What Drives the Quantity and Quality of Online Citizen Science Participation? PloS one, 9(4), e90375.
OBERHAUSER, K. (2012). Monitoring Monarchs: Citizen Science and a Charismatic Insect. En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 35-42). Ithaca y Londres: Comstock Publishing Associates.
OBERHAUSER, K., & PRYSBY, M. D. (2008). Citizen science: creating a research army for conservation. American Entomologist, 54(2), 103-104.
OBERHAUSER, K., RIES, L., ALTIZEL, S., BATALDEN, R., KUDELL-EKSTRUM, GARLAN, M., . . . WALTON, D. (2015). Contributions to Monarch Biology and Conservation through Citizen Science: Seventy Years and Counting. En K. Oberhauser, K. Nail, & Altizer (Eds.), Monarchs in a changing world: biology and conservation of an iconic butterfly. Ithaca y Londres: Cornell University Press.
PONTILLE, D. (2010). Updating a biomedical database: writing, reading and invisible contribution. En Barton, D y Papen, U. (ed.)(2010). Anthropology of Writing: Understanding Textually-Mediated Worlds, London, Continuum, 47-66.
RATNIEKS, F., SCHRELL, F., SHHEPARD, R., BROWN, E., BRISTOW, O., & GARBUZOV, M. (2016). Data reliability in citizen science: learning curve and the effects of training method, volunteer background and experience on identification accuracy of insects visiting ivy flowers. Methods in Ecology and Evolution, 7(10), 1226-1235.
REID, G. (2019). Compressing, Expanding, and Attending to Scientific Meaning: Writing the Semiotic Hybrid of Science for Professional and Citizen Scientist. Written Communication, 36(1), 68-98.
ROGOFF, B. (1997). Los tres planos de la actividad sociocultural: apropiación participativa, participación guiada y aprendizaje. En J. Wertsch, P. del Río, & A. Álvarez (Eds.), La mente sociocultural. Aproximaciones teóricas y aplicadas (pp. 111-128). Madrid: Fundación Infancia y Aprendizaje.
SCARBOROUGH, K. (2018). Writing to the World: Letters and the Origins of Modens Print Genre. Baltimore: Johns Hopkins University Press.
STREET, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
STREET, B. (1995). Social Literacies. Critical Approaches to Literacy in Development, Ethnography and Education. Nueva York: Routledge.
STREET, B. (2003). What´s "new" in New Literacy Studies?. Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-91.
TRIMBUR, J. (2013). Grassroots literacy and the written record: Asbestos activism in South Africa. Journal of Sociolinguistics, 17(4), 460-487.
TURNHOUT, E., & BOONMAN-BERSON, S. (2011). Databases, scaling practices, and the globalization of biodiversity. Ecology and Society, 16(1).
TURNHOUT, E., WATERTON, C., NEVES, K., & BUIZER, M. (2013). Rethinking biodiversity: from goods and services to “living with”. Conservation Letters, 6(3), 154-161.
VEEL, R. (1997). Learning how to mean-scientifically speaking: apprenticeship into scientific disourse in the secondary school. En F. Christie & J. R. Martin (Eds.), Genre and institutions. Social Process in the Workplace and School. Londres: Continuum.
VETTER, J. (2011). Lay Observers, Telegraph Line, and Kansas Weather: The Field Network as a Mode of Knowledge Production. Science in Context, 24(2), 259-280.
WIGGINS, A., BONNEY, R., GRAHAM, E., HENDERSON, S., KELLING, S., LITTAUER, R., . . . WELTIZIN, J. (2013). Data Management. Guide for Public Participation in Scientific Research. . Albuquerque, NM: DataONE.
WIGGINS, A., NEWMAN, G., STEVENSON, R., & CROWSTONS, K. (2011). Mechanisms for data quality and validation in citizen science. Paper presented at the IEEE Seventh International Conference on e-Science Workshops.
XUE, K. (2014). Popular Science. Harvard Magazine, 54-59.
O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto, em que:
- A publicação se reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vistas a manter o padrão culto da língua, respeitando, porém, o estilo dos autores;
- Os originais não serão devolvidos aos autores;
- Os autores mantêm os direitos totais sobre seus trabalhos publicados na Trabalhos de Linguística Aplicada, ficando sua reimpressão total ou parcial, depósito ou republicação sujeita à indicação de primeira publicação na revista, por meio da licença CC-BY;
- Deve ser consignada a fonte de publicação original;
- As opiniões emitidas pelos autores dos artigos são de sua exclusiva responsabilidade.
Descargas
Los datos de descargas todavía no están disponibles.
