ABSTRACT
The study of discourse structures and processes has been conducted from a broad range of disciplinary perspectives (see Graesser, Gernsbacher, & Goldman, 2003; Schiffrin, Tannen, & Hamilton, 2001; van Dijk 1985, 1997, 2001) with a broad range of definitions of discourse (see Bloome, Carter et al., 2009; Potter, Wetherell, Gill, & Edwards, 1990). Applied to the study of literacy, these diverse perspectives and definitions of discourse have produced a body of educational studies across disciplines redefining literacy learning in and outside classrooms (see Gee & Green, 1998; Hicks, 1995; Rex et al., 2010). Microethnographic discourse analysis is a subset of perspectives within the broader field of discourse analysis studies.
