Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorTriantafyllia Kostouli
Course ID600017595

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 107
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses634

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
By completing this course, students are expected to: • have formed a deeper understanding of the way meaning-making is accomplished in school communities, using for this purpose the notion of ‘genre’, a notion that is richer that the traditionally-employed constructs of ‘spoken and written language’, • Be able to read the various genres Greek elementary school uses across its various subjects and appreciate their role in the construction of knowledge, • Be able to identify the choices- lexical, syntactic, textual and semiotic- and the way these are interrelated in various genres to create specific meanings • Be in a position to design activities for the purpose of developing students’ access to school genres and through these, to school knowledge.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course analyzes the genres that are used to define and constitute school literacy in the Greek elementary context as well as the processes that work in school communities to facilitate or prohibit students from accessing and using thοse genres in socio-culturally appropriate ways. Genre is a notion that figures prominently in the last few years in research conducted within various fields in linguistics. Genres are the tools communities, including school community, use and provide to their members for communicating with each other and accomplishing the workings of their everyday life. These may be defined as organizational structures, which, with their associated linguistic forms, function as tools through which community knowledge is constructed and transmitted. Having replaced the more traditional and homogeneous construct of ‘written language’, genre is an important resource through which community members as well as analysts can read the complexity of the ways by which meanings are constituted in various communities. Despite the significant research progress reported on the topic, the prevalent in the Greek context approach tends to foreground a conceptualization of genres as rather static and predetermined set of forms that students need to appropriate and reproduce in a fixed manner. It should be noted that, while it has been demonstrated that the notion of school literacies needs to be approached through a variety of genres, and indeed through a network of genres, a notion with important implications to the way teaching and learning are to be conceptualized, Greek literature has not fully appropriated and used this construct for re-reading teaching and learning processes in school contexts. As a result, teachers are provided with limited tools for reading and analyzing school texts and, as a result, have limited understandings of the way they may address the problems their students face in producing those genres. This course, building upon current notions of genre, sets out to develop a richer understanding of school genres. Among the issues raised are the following: • Narratives texts. How is narration to be delineated? What demands do different types of narrative texts- from imaginary stories to picture-based stories to stories of personal experience- pose to students? How should students’ developing narrative competence be assessed? • Summarization. How can summarization strategies be developed? How should students’ summaries, produced in various school subjects, be analyzed? • Persuasive texts. How are argumentative texts to be analyzed? • Informative texts. How do students approach such a demanding genre? How can teachers address students’ choices on the informative texts they produce?
School genres, school literacy, narratives, informative texts, argumentative texts, summaries.
Educational Material Types
  • Notes
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment100.3
Written assigments301
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Course Bibliography (Eudoxus)
ΕΠΙΛΟΓΗ 1η Κωστούλη, Τρ. (επιμ.) (2009). Ο γραπτός λόγος σε κοινωνικο-πολιτισμικά πλαίσια. Θεσσαλονίκη: Επίκεντρο. [15100] ΕΠΙΛΟΓΗ 2η Αρχάκης, Αργ., και Β. Τσάκωνα (2011). Ταυτότητες, αφηγήσεις και γλωσσική εκπαίδευση. Αθήνα: Πατάκης.
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