Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning

Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English langua...

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Bibliographic Details
Published in:Reading research quarterly Vol. 52; no. 1; pp. 53 - 71
Main Author: Rainey, Emily C.
Format: Journal Article
Language:English
Published: Newark Wiley Subscription Services, Inc 01.01.2017
Wiley-Blackwell
Blackwell Publishing Ltd
Subjects:
Academic disciplines
Academic work
Academic writing
Adolescence
Arts
College Faculty
College/university students
Content Area Reading
Content Area Writing
Content literacy
Elementary Secondary Education
English
English language
Fiction
Grounded Theory
Higher education
Instructional models
Instructional strategies
Intellectual Disciplines
In‐service
Language Arts
Language teaching methods
Literacy
Literacy Education
Literature
Literature‐based instruction
Logical Thinking
Preservice
Problem Based Learning
Purpose
Reading Instruction
Reasoning
Scholarship
Secondary schools
Semi Structured Interviews
Social Problems
Sociocultural
Specific subject areas (math art etc.)
Strategies methods and materials
Teacher education professional development
Teachers
Teaching
Teaching Methods
teaching strategies
Theoretical perspectives
United States Literature
Writing
ISSN:0034-0553, 1936-2722
Online Access:Get full text
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Description
Summary:Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university-based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem-based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university-based scholars and 12 high school English language arts teachers (Rainey, 2015).
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ISSN:0034-0553
1936-2722
DOI:10.1002/rrq.154