Regularized genre resources
Given Schryer's (2000) definition of genres as "constellations of . . . improvisational strategies with chronotopic orientations" (p. 450), she later distinguished two types of resources acquired by apprentices in professional contexts that allow them to improvise strategically. These are regulated resources and regularized resources. "Regularized resources . . . refer to strategies that emerge from practice situations and are more tacit [than regulated resources]" (Schryer & Spoel, 2005, p. 250, emphasis original).
Schryer, C. F., Lingard, L., & Spafford, M. (2007). Regularized practices: Genres, improvisation, and identity formation in health-care professions. In C. Thralls & M. Zachry (Eds.), Communicative practices in workplaces and the professions: Cultural perspectives on the regulation of discourse and organizations. Amityville, NY: Baywood. 21-44.
Schryer et al. (2007) examined how medical students learn the genre of case presentations, observing the implicit modeling offered by senior physicians, particularly for professional ways of handling uncertainty. Similarly, Schryer & Spoel (2005) note that the Canadian Association of Midwives' use of "informed choice" can require case-by-case improvisation, requiring regularized resources in the absence of sufficient regulated strategies.
Nick Temple, Carolyn Miller
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