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Tutors' role in tutorials: 'Unpacking' and 'repacking' during the semantic journey
South African Journal of Higher Education
This empirical and theoretically driven evaluation study enacts Karl Maton's Legitimation Code Theory (LCT) concepts of semantic Gravity and semantic Density in the investigation of tutors' movements downwards ('unpacking') and upwards ('repacking') along the semantic scale, during tutorials. The findings revealed that the pedagogical strategies adopted by tutors enabled them to strengthen and weaken both SG and SD, for semantic wave construction and cumulative knowledge building. For example,doi:10.20853/31-3-626 fatcat:dy4fcl6vffhfbg6727q3b4se4m