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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Vydané v:	Reading research quarterly Ročník 52; číslo 1; s. 53 - 71
Hlavný autor:	Rainey, Emily C.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Newark Wiley Subscription Services, Inc 01.01.2017 Wiley-Blackwell Blackwell Publishing Ltd
Predmet:	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
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Popis
Shrnutí:	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).
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0034-0553 1936-2722
DOI:	10.1002/rrq.154