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Full-Text Articles in Education
Literacy Across The Disciplines: A Way To Re-Engage Secondary Students, Jenelle Williams
Literacy Across The Disciplines: A Way To Re-Engage Secondary Students, Jenelle Williams
Michigan Reading Journal
In this article, the author describes the opportunities present with leveraging disciplinary literacy approaches, in terms of re-engaging teens with learning. The author also provides several cautions for literacy leaders to keep in mind.
The “Reading Wars” Are Back: What Are The Implications For Adolescent Literacy?, Jenelle Williams
The “Reading Wars” Are Back: What Are The Implications For Adolescent Literacy?, Jenelle Williams
Michigan Reading Journal
This article unpacks the current political and educational debates around the Science of Reading, Simple View of Reading, and Active View of Reading. In the article, the author describes evidence-based reading practices for adolescents and connects them to components of the Active View of Reading. Finally, the author provides a rationale for caution in over-applying research-based approaches for early literacy with adolescents.
Leveraging Student Voice And Technology Within An 8th-Grade Literacy Community, Shavonne M. Jacobson
Leveraging Student Voice And Technology Within An 8th-Grade Literacy Community, Shavonne M. Jacobson
Michigan Reading Journal
Rochester Community Schools Middle School Language Arts Curriculum Consultant Shavonne (Shevy) Jacobson shares the collective experience of literacy leaders and student researchers as they piloted the new Michigan Middle School Reading and Writing Information unit. In this unit, learners address the essential question: “How can we contribute to the sustainability of our planet?” While centering on student learning and intentionally focusing on the teaching of deep learning, these 8th-grade literacy communities engaged in a comprehensive reading and writing workshop experience to create a podcast to share with their peers and beyond. Jacobson delineates the foundational research-based practices and frameworks that …
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Journal of Pre-College Engineering Education Research (J-PEER)
Students classified as English language learners (ELLs), many of whom are also Hispanic/Latine´/x, are at times excluded from opportunities to engage in engineering design experiences due to the emphasis on learning English. In dual language bilingual education, however, language policies that allow for the use and development of more than one language afford opportunities for ELLs that are not available in monolingual environments. We draw on a multilingual learning ecology theoretical framework to analyze data gathered from a two-year ethnographic study. During approximately 200 hours of field work, we gathered multiple forms of data through ethnographic methods, to include field …
Centering Community In Disciplinary Literacy Implementation: One District’S Story, Jenelle Williams, Stacie Angel, Jennifer Wilcox, Angela Church
Centering Community In Disciplinary Literacy Implementation: One District’S Story, Jenelle Williams, Stacie Angel, Jennifer Wilcox, Angela Church
Michigan Reading Journal
In this article, the authors describe the various ways they have centered community while implementing disciplinary literacy in their district. They outline how the work began, the role of professional learning, and the systemic approaches that are effectively moving the work forward. This story offers an alternate approach to implementation--one that honors educators' expertise, differentiates approaches, and develops collective efficacy.
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Literacy Practice and Research
This study investigates the viability of disciplinary literacy by (1) examining whether English teachers can use disciplinary methods to read a disciplinary text and (2) identifying possible relationships between teacher training and the use of disciplinary approaches. In total, 21 English instructors thought-aloud as they read an unfamiliar poem, and two independent raters evaluated each transcribed response as either “Disciplinary” or “General” depending on the types of reading strategies demonstrated using a rubric generated from previous expert-novice studies in literary reading. This study found that ten (10) of the 21 participants used at least one disciplinary method to make sense …
Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer
Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer
Literacy Practice and Research
In this essay, we discuss the challenges teacher educators face when preparing secondary teachers to educate adolescent learners in an age of seemingly-ubiquitous online mis- and disinformation. Mis- and disinformation about COVID-19, the climate crisis, or even the shape of the planet Earth are abundant in our mediasphere, and teacher educators can play a central role in supporting secondary-level learners in navigating the multiple and conflicting claims they come across. We explore a literacy teacher education approach that marries discursive analysis with empirical investigations, and share an example of critical textual analysis bolstered by scientific investigation.
What Can We Learn From The Different Understandings Of Mathematical Literacy?, Svein Arne Sikko
What Can We Learn From The Different Understandings Of Mathematical Literacy?, Svein Arne Sikko
Numeracy
Mathematical literacy, quantitative literacy, numeracy, matheracy, disciplinary literacy, and content-area literacy are among a plethora of terms used to link mathematics and literacy. In addition to this abundance of terms, the content of the terms is not precise, and in some cases the terms are used interchangeably. I delve into this landscape and dissect the meaning of each of them. From such an analysis of mathematical literacy, numeracy, and quantitative literacy, we learn about the importance of quantitative practices and elementary mathematics in society, including both how mathematics is necessary for everyday life but also how it can be used …
Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams
Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams
Michigan Reading Journal
This article is part of a series devoted to unpacking disciplinary literacy instructional practices for educators at all levels. Here, we explore the role of disciplinary literacy instruction at all levels, in light of recent changes to Michigan's teacher certification grade bands. This article provides suggestions for getting started with addressing disciplinary literacy in instruction, as well as practical examples of what this might look like within English Language Arts classrooms.
Enacting Disciplinary Literacy Instruction: Essential Practices In Action, Darin B. Stockdill, Stacie B. Woodward
Enacting Disciplinary Literacy Instruction: Essential Practices In Action, Darin B. Stockdill, Stacie B. Woodward
Language Arts Journal of Michigan
In this paper, we will explore elements of the Essential Instructional Practices for Disciplinary Literacy: Grades 6-12 , a statewide initiative in Michigan designed to support exactly this kind of teaching. In particular, we will discuss key instructional implications of the Essential Practices for both social studies and ELA instruction and highlight important commonalities and distinctions across these two content areas. We provide concrete examples of these practices in action as we share activities and reflections from a curricular project we undertook with US History and ELA teachers called Equitable Futures. In this initiative, teachers engaged their students in inquiry-driven …
Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts, Jenelle Williams, Laura Gabrion
Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts, Jenelle Williams, Laura Gabrion
Michigan Reading Journal
This article aims to explore the complexity of instruction in secondary English Language Arts (ELA) classes, addressing the role of teacher identity, educator preparation programs, equity and access, and the role of the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom. We suggest that there is a possibility to attend to both teaching literature and literacy within middle- and high-school ELA classrooms and provide a vision for working toward this balance.
Lift Every (Student) Voice With The Essential Instructional Practices For Disciplinary Literacy, Jenelle Williams, Laura Gabrion
Lift Every (Student) Voice With The Essential Instructional Practices For Disciplinary Literacy, Jenelle Williams, Laura Gabrion
Michigan Reading Journal
In this article, the authors make the case for re-engaging students in learning during the 2021-2022 school year by prioritizing social emotional learning and whole child principles, along with student voice and discourse. The Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom: Grades 6 to 12 are one tool to define instructional practices that align to these efforts.
Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams
Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams
Michigan Reading Journal
No abstract provided.
Teachers’ Perspectives About Students’ Productive Textual Engagement In Social Studies, Jacquelynn S. Popp, Paula Di Domenico, Joanna Makhlouf
Teachers’ Perspectives About Students’ Productive Textual Engagement In Social Studies, Jacquelynn S. Popp, Paula Di Domenico, Joanna Makhlouf
Reading Horizons: A Journal of Literacy and Language Arts
Because close reading and critical analysis of multiple sources is central to social studies, understanding teachers’ perspectives about productive textual engagement is imperative. This comparative study explored twelve 5ththrough 11th-grade social studies teachers’ perspectives about supporting students’ textual engagement via think-aloud interviews. Teacher-participants read hypothetical vignettes representing four paradigms of instruction with texts in social studies classrooms. Participants ranked the vignettes, provided reasoning about their value, and reflected on their own practices in relation to the paradigms. Participants placed higher value on fostering students’ historical literacies and civic literacies than on supporting students’ content-area literacies or traditional content acquisition. There …
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams
Michigan Reading Journal
In response to the call for increased literacy and more equitable learning opportunities across the state of Michigan, the 6-12 Disciplinary Literacy Task Force formed. The group’s first charge was to revise and publish the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12, based on the work of lead researchers from the University of Michigan, Drs. Elizabeth Moje and Darin Stockdill. During the 2019-2020 school year, education consultants and educators from around Michigan participated in the Regional One-Day Institute, which served as an introduction to the Essential Practices for Disciplinary Literacy Instruction in …
Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird
Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird
Reading Horizons: A Journal of Literacy and Language Arts
To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre-post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one 7th grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership including the science teacher, a literacy specialist, …
Motion, Matter, Force, And Writing???: Creating Space For Writing In A Secondary Physics Classroom, Lubna Javeed
Motion, Matter, Force, And Writing???: Creating Space For Writing In A Secondary Physics Classroom, Lubna Javeed
The Language and Literacy Spectrum
This qualitative case study was an in-depth exploration into how writing may facilitate disciplinary literacy in an eleventh grade physics classroom. In response to the dearth of writing instruction in high school disciplinary classrooms, this study was an in-depth exploration into how writing may facilitate the cultivation of disciplinary writing in physics. The study focused on the perspectives of three participants during a semester of implementing writing by using sentence starters in physics. Findings showed participants were resistant to the change in curriculum and learning. Modelling effective disciplinary writing to support students may help improve attitudes and identities as writers.
Community College Discipline Faculty Perceptions Of Role As Literacy Educators, Kristen H. Gregory, Monique Colclough
Community College Discipline Faculty Perceptions Of Role As Literacy Educators, Kristen H. Gregory, Monique Colclough
Inquiry: The Journal of the Virginia Community Colleges
Approximately a quarter of community college students are entering college-level courses underprepared for the literacy and critical thinking skills required to be successful in discipline courses (National Center for Educational Statistics, 2013). Discipline faculty are considered experts in their content area and are often not trained in pedagogy and literacy instruction, yet they are faced with meeting the diverse literacy needs of their students while still maintaining high content-focused expectations within their courses. This phenomenological case study investigated community college discipline faculty’s perceptions and practices regarding integrating literacy instruction within their disciplines. Data were collected from community college faculty through …