Reading Matters Winter 2019

Manderino, M. (2012). Disciplinary literacy in new literacies: Expanding the intersections of literate practice for adolescents. In P. Dunston et al., (Eds.). Literacy Research Association 61st Annual Yearbook. Oak Creek, WI.

Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.

Smagorinsky, P. (2015). Disciplinary literacy in English language arts.  Journal of Adolescent & Adult Literacy,59 (2), 141-146.

McConachie, S. M., & Petrosky, T. (Eds.). (2010) . Content matters: A disciplinary literacy approach to improving student learning. San Francisco, CA: Jossey-Bass.

Smith, C., & Scuilli, S. (2011).“I can’t believe we read this whole book!” How reading for their own purposes affected struggling teens. The English Journal, 101 (2), 30-36. Wineburg, S. & Reisman, A. (2015). Disciplinary literacy in history: A toolkit for digital citizenship. Journal of Adolescent & Adult Literacy,58 (8), 636-639.  A former secondary teacher and literacy coach, PhillipWilder’ s research aims to engender more responsive teaching and humanizing schools where the literate lives of adolescents are embraced and valued. He can be reached at pwilder@clemson.edu . Lorraine Jacques is an Assistant Professor in the departments of Curriculum, Instruction, and Leadership and Computer Science and a member of the Integrated STEM Education Research Center at Louisiana Tech University. Her research interests include the use of computer science to increase STEM understanding and interest and the development of mathematical literacy through the use of digital tools. She can be reached at ljacques@latech.edu .

Reading Matters Place Matters

McConachie, S. M., Hall, M. Resnick, L., Ravi, A., Bill, V., Bintz, J. & Taylor, J. (2006). Task, text, and talk: Literacy for all subjects . Educational Leadership, 64(2), 8-14.

Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy , 52(2), 96-107. Moje, E. B. (2011). Developing disciplinary discourses and identities: What’s knowledge got to do with it. Discourses and Identities in Contexts of Educational Change. New York: Peter Lang . 49-74. Moje, E. B., (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254-278. Narvaez, D., van den Broek, P., & Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology , 91 (3), 488. Pace, D. & Middendorf, J. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 98(2), 1-12. Schleppegrell, M. J., Achugar, M., & Oteíza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly , 38(1), 67–93.

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