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Full-Text Articles in Education
Defining Disciplinary Literacy In History, Christina Zendzian
Defining Disciplinary Literacy In History, Christina Zendzian
OUR Journal: ODU Undergraduate Research Journal
History is the complement of several factors that intertwine with one another. Disciplinary literacy in history is complex because it requires the disciple to draw meaning from multiple aspects such as social, cultural, economic, and political. By understanding those factors can one become literate in history. This paper will discuss what it means to be literate in history while formulating an inquiry-based project for students.
Using Disciplinary Literacy To Fill The Historical Gaps In Trade Books, John Bickford, Cynthia Rich
Using Disciplinary Literacy To Fill The Historical Gaps In Trade Books, John Bickford, Cynthia Rich
Faculty Research and Creative Activity
p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px Times} span.s1 {font: 6.5px Times} Many elementary and middle level teachers integrate historywith disciplinary literacy.1 Balancing fiction and non-fiction, orliterature and informational texts, provides space for teachersto link multiple, diverse texts.2 Pairing distinct texts positionsstudents to explore connections between secondary sources,like textbooks and trade books, and primary sources, likeletters and photographs. Scaffolding can assist close readings,text-based writing, historical thinking, and civic engagement.3Where textbooks introduce readers to history via specificterminology and short passages, trade books present historicaleras through relatable characters and engaging prose. For mosttopics, trade books are numerous enough for teachers to …
Fostering Habits Of Mind: A Framework For Reading Historical Nonfiction Illustrated By The Case Of Hitler Youth, Kaavonia Hinton, Yonghee Suh, Maria O'Hearn, Lourdes Colón-Brown
Fostering Habits Of Mind: A Framework For Reading Historical Nonfiction Illustrated By The Case Of Hitler Youth, Kaavonia Hinton, Yonghee Suh, Maria O'Hearn, Lourdes Colón-Brown
Teaching & Learning Faculty Publications
A disciplinary literacy approach encourages students to engage with nonfiction in a way that allows them to consider discipline-specific tasks associated with understanding the past and exploring the world around them. In this article, we offer a three-part framework ELA and social studies teachers can use when fostering students' responses to historical nonfiction and encouraging investigations of the past. This article introduces each part of the framework, using Hitler Youth (2005) by Susan Bartoletti. We discuss Hitler Youth in two ways. We first illustrate how Bartoletti used the three habits of mind in her writing and then list ways in …
A Case Study Investigating Secondary Science Teachers' Perceptions Of Science Literacy Instruction, Phyllis Ann Blackmon
A Case Study Investigating Secondary Science Teachers' Perceptions Of Science Literacy Instruction, Phyllis Ann Blackmon
Walden Dissertations and Doctoral Studies
This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary …
Integrating Disciplinary Literacy Into Middle-School And Pre-Service Teacher Education, Jaime Colwell, David Reinking
Integrating Disciplinary Literacy Into Middle-School And Pre-Service Teacher Education, Jaime Colwell, David Reinking
Teaching & Learning Faculty Publications
This case describes a summary of a formative experiment, a framework specific to educational design research, simultaneously conducted in a middle-school history classroom and a university social studies methods course. The purpose of the study was to refine an intervention to promote disciplinary literacy in history. The intervention provided middle-school students and pre-service teachers with explicit strategies to promote disciplinary literacy, while participating in a collaborative blog project engaging them in disciplinary literacy. Conclusions suggest practical consideration for implementation of disciplinary literacy into history. The case outlines the five phases of the formative experiment and briefly overviews modifications made during …