Pub Date : 2020-12-13DOI: 10.1080/19388071.2020.1822472
S. Youngs, Christine Kyser
ABSTRACT This article draws on research with elementary preservice teachers (PSTs) in a children’s literature course focused on understanding and appreciating picturebooks as esthetic objects through multimodal analysis and multimodal response. PSTs received explicit instruction on picturebook and visual design elements then designed digital/multimodal responses to showcase their interpretations. We analyzed their responses using a multimodal framework to understand the intersection of form and content. Results showed PSTs constructed complex modal configurations to represent their interpretations and threaded visual themes and structures of these picturebooks into their compositions. This study suggests that instruction on reading multimodal texts can influence the depth and creativity of responses and holds potential for PSTs to carry it forward into their future classrooms.
{"title":"Bringing Form, Content and Aesthetics Together: Preservice Teachers Reading Contemporary Picturebooks and Designing Multimodal Responses","authors":"S. Youngs, Christine Kyser","doi":"10.1080/19388071.2020.1822472","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822472","url":null,"abstract":"ABSTRACT This article draws on research with elementary preservice teachers (PSTs) in a children’s literature course focused on understanding and appreciating picturebooks as esthetic objects through multimodal analysis and multimodal response. PSTs received explicit instruction on picturebook and visual design elements then designed digital/multimodal responses to showcase their interpretations. We analyzed their responses using a multimodal framework to understand the intersection of form and content. Results showed PSTs constructed complex modal configurations to represent their interpretations and threaded visual themes and structures of these picturebooks into their compositions. This study suggests that instruction on reading multimodal texts can influence the depth and creativity of responses and holds potential for PSTs to carry it forward into their future classrooms.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"264 - 300"},"PeriodicalIF":1.2,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42183918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-24DOI: 10.1080/19388071.2020.1826069
Yong-Jik Lee*, Laura Lemanski, M. M. Van Deventer, David G. O’Brien
ABSTRACT This study aims to augment the current understanding of how practicing teachers perceive and implement disciplinary literacy and in what ways they collaborate with researchers in a disciplinary literacy project. To do this, we collected and analyzed transcripts of the meetings from a disciplinary literacy project that was a university-school partnership between history teachers, literacy education researchers, and social studies education researchers. To analyze our data, we applied a constant comparative method and identified three salient themes: collaboration, text use, and instructional practice. Specifically, the teachers cited that the triangular structure of the collaborative expertise of teachers, literacy, and social studies education researchers was useful in constructing professional and instructional knowledge. In terms of text use, teachers expressed that the intentional selection and teaching of multiple and multimodal texts provided diverse perspectives and supported the various ways in which students read and learn. Finally, concerning instructional practice, the teachers revealed that disciplinary literacy and thinking skills should be intentionally taught and that methods for enhancing discipline-specific motivation should be considered. Based on these findings, key issues and implications are discussed.
{"title":"Leveraging Collaborative Expertise: Social Studies Teachers’ Perspectives of Disciplinary Literacy Instruction","authors":"Yong-Jik Lee*, Laura Lemanski, M. M. Van Deventer, David G. O’Brien","doi":"10.1080/19388071.2020.1826069","DOIUrl":"https://doi.org/10.1080/19388071.2020.1826069","url":null,"abstract":"ABSTRACT This study aims to augment the current understanding of how practicing teachers perceive and implement disciplinary literacy and in what ways they collaborate with researchers in a disciplinary literacy project. To do this, we collected and analyzed transcripts of the meetings from a disciplinary literacy project that was a university-school partnership between history teachers, literacy education researchers, and social studies education researchers. To analyze our data, we applied a constant comparative method and identified three salient themes: collaboration, text use, and instructional practice. Specifically, the teachers cited that the triangular structure of the collaborative expertise of teachers, literacy, and social studies education researchers was useful in constructing professional and instructional knowledge. In terms of text use, teachers expressed that the intentional selection and teaching of multiple and multimodal texts provided diverse perspectives and supported the various ways in which students read and learn. Finally, concerning instructional practice, the teachers revealed that disciplinary literacy and thinking skills should be intentionally taught and that methods for enhancing discipline-specific motivation should be considered. Based on these findings, key issues and implications are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"220 - 241"},"PeriodicalIF":1.2,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1826069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49613396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-20DOI: 10.1080/19388071.2020.1822473
Patrick C. Manyak, Camile L. Z. Blachowicz, Michael F. Graves
ABSTRACT This article reports on a 3-year formative experiment involving the implementation and testing of a long-term, multifaceted vocabulary instruction program in fourth- and fifth-grade classrooms in three demographically distinct schools. The quantitative findings indicate that the students, across the 3 years of the project, showed accelerated growth in general vocabulary knowledge in comparison to the large norming sample of a standardized vocabulary test frequently used in research. Additional analyses compared the performance of limited-English-proficient students to that of native English-speaking and redesignated fluent-English-proficient students on the standardized vocabulary test and several researcher-designed assessments. The authors conclude by discussing the significance and the limitations of the findings and the ways that this uniquely successful intervention contributes to research and practice aimed at enhancing elementary-school students’ vocabulary knowledge.
{"title":"The Multifaceted, Comprehensive Vocabulary Instructional Program: Quantitative Findings from a Three-Year Formative Experiment","authors":"Patrick C. Manyak, Camile L. Z. Blachowicz, Michael F. Graves","doi":"10.1080/19388071.2020.1822473","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822473","url":null,"abstract":"ABSTRACT This article reports on a 3-year formative experiment involving the implementation and testing of a long-term, multifaceted vocabulary instruction program in fourth- and fifth-grade classrooms in three demographically distinct schools. The quantitative findings indicate that the students, across the 3 years of the project, showed accelerated growth in general vocabulary knowledge in comparison to the large norming sample of a standardized vocabulary test frequently used in research. Additional analyses compared the performance of limited-English-proficient students to that of native English-speaking and redesignated fluent-English-proficient students on the standardized vocabulary test and several researcher-designed assessments. The authors conclude by discussing the significance and the limitations of the findings and the ways that this uniquely successful intervention contributes to research and practice aimed at enhancing elementary-school students’ vocabulary knowledge.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"301 - 331"},"PeriodicalIF":1.2,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-07DOI: 10.1080/19388071.2020.1800202
J. Cassidy, Evan Ortlieb, Stephanie A. Grote-Garcia
ABSTRACT The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results were subsequently categorized into three levels: a) extremely hot or cold, b) very hot or cold, or c) hot or cold This year, there were four topics deemed “very hot”: digital/multimodal literacies; disciplinary literacies; early literacy; and English learners/ESL. A current analysis of timely research and practice is provided of both “very hot” topics as well as “should be hot” topics like comprehension, policy and advocacy, struggling readers, and writing. Teachers, administrators, and researchers alike can benefit from staying up to date with hot topics and current issues in literacy; implications for policy and practice regarding literacy instruction and developing the needs of diverse literacy learners are discussed.
{"title":"What’s Hot in Literacy: New Topics and New Frontiers are Abuzz","authors":"J. Cassidy, Evan Ortlieb, Stephanie A. Grote-Garcia","doi":"10.1080/19388071.2020.1800202","DOIUrl":"https://doi.org/10.1080/19388071.2020.1800202","url":null,"abstract":"ABSTRACT The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results were subsequently categorized into three levels: a) extremely hot or cold, b) very hot or cold, or c) hot or cold This year, there were four topics deemed “very hot”: digital/multimodal literacies; disciplinary literacies; early literacy; and English learners/ESL. A current analysis of timely research and practice is provided of both “very hot” topics as well as “should be hot” topics like comprehension, policy and advocacy, struggling readers, and writing. Teachers, administrators, and researchers alike can benefit from staying up to date with hot topics and current issues in literacy; implications for policy and practice regarding literacy instruction and developing the needs of diverse literacy learners are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"1 - 12"},"PeriodicalIF":1.2,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1800202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48661525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-04DOI: 10.1080/19388071.2020.1822475
Chandra Alston, Katie A. Danielson
ABSTRACT Instructor modeling of metacognitive processes has been shown to support student learning. Teacher educators have leveraged this research to support teacher candidates in framing, decomposing, and explaining disciplinary thinking and decision-making, particularly in reading development. However, little work has focused on supporting teacher candidates’ use of similar pedagogical moves when teaching writing. This project investigated teacher candidates modeling of writing before and after instruction aimed to support their ability to model. What we noticed was a trajectory of learning to frame, decompose, explain, and highlight writing content using visual and metacognitive representations to make the cognitive processes of writing more visible. However, we noted places for growth in teacher candidates’ knowledge of content and students, so that candidates might more aptly decompose and highlight their disciplinary thinking in ways that are appropriate for the teaching context.
{"title":"Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies","authors":"Chandra Alston, Katie A. Danielson","doi":"10.1080/19388071.2020.1822475","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822475","url":null,"abstract":"ABSTRACT Instructor modeling of metacognitive processes has been shown to support student learning. Teacher educators have leveraged this research to support teacher candidates in framing, decomposing, and explaining disciplinary thinking and decision-making, particularly in reading development. However, little work has focused on supporting teacher candidates’ use of similar pedagogical moves when teaching writing. This project investigated teacher candidates modeling of writing before and after instruction aimed to support their ability to model. What we noticed was a trajectory of learning to frame, decompose, explain, and highlight writing content using visual and metacognitive representations to make the cognitive processes of writing more visible. However, we noted places for growth in teacher candidates’ knowledge of content and students, so that candidates might more aptly decompose and highlight their disciplinary thinking in ways that are appropriate for the teaching context.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"199 - 219"},"PeriodicalIF":1.2,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-27DOI: 10.1080/19388071.2020.1805058
Andrea Gelfuso
ABSTRACT This paper reports findings from a formative design experiment during which the practical problem of how to support 31 preservice teachers as they approximated planning for ambitious literacy instruction was examined. Collaborative planning conversations between the PSTs and a teacher educator were analyzed. Discourse analysis revealed a macrostructure of anticipatory reflection that included (1) describing the literacy practices of the child (2) determining the learning goal for the child (3) planning for interaction with the child and (4) planning for lesson closure and transfer. Specific language interactions that supported anticipatory reflection are detailed and A Framework for Facilitating Collaborative Planning Conversations along with a Decision-Making Tool for Planning is offered.
{"title":"Examining the Language Interactions between a Teacher Educator and Preservice Teachers during Collaborative Planning for Literacy Instruction","authors":"Andrea Gelfuso","doi":"10.1080/19388071.2020.1805058","DOIUrl":"https://doi.org/10.1080/19388071.2020.1805058","url":null,"abstract":"ABSTRACT This paper reports findings from a formative design experiment during which the practical problem of how to support 31 preservice teachers as they approximated planning for ambitious literacy instruction was examined. Collaborative planning conversations between the PSTs and a teacher educator were analyzed. Discourse analysis revealed a macrostructure of anticipatory reflection that included (1) describing the literacy practices of the child (2) determining the learning goal for the child (3) planning for interaction with the child and (4) planning for lesson closure and transfer. Specific language interactions that supported anticipatory reflection are detailed and A Framework for Facilitating Collaborative Planning Conversations along with a Decision-Making Tool for Planning is offered.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"152 - 179"},"PeriodicalIF":1.2,"publicationDate":"2020-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1805058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49078071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-17DOI: 10.1080/19388071.2020.1822474
Janet K. Outlaw, J. Grifenhagen
ABSTRACT This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.
{"title":"Supporting Novice K-2 Teachers’ Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools","authors":"Janet K. Outlaw, J. Grifenhagen","doi":"10.1080/19388071.2020.1822474","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822474","url":null,"abstract":"ABSTRACT This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"242 - 263"},"PeriodicalIF":1.2,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42331739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-21DOI: 10.1080/19388071.2020.1777230
Heather H. Aiken, Cheryl Varghese, Sarah Pedonti, Mary E. Bratsch-Hines, Lynne Vernon-Feagans
ABSTRACT This case study examined an approach for sustaining the Targeted Reading Intervention (TRI) in rural schools. Researchers, teachers, and district-level partners collaboratively implemented the TRI Certification Process in order to sustain the TRI in one rural school district once researcher-based support ended. Primarily drawing from semi-structured interviews with TRI Facilitators, principals, and TRI coaches, findings indicated that student and teacher growth were important motivators. TRI coaches, the straightforward certification process, and leadership opportunities were supports that enabled teachers to complete the TRI Certification Process. Technology difficulties and student recruitment were challenging aspects of the TRI Certification Process. Our findings suggest that the TRI Certification Process may be a promising model for sustaining other interventions in schools.
{"title":"Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools","authors":"Heather H. Aiken, Cheryl Varghese, Sarah Pedonti, Mary E. Bratsch-Hines, Lynne Vernon-Feagans","doi":"10.1080/19388071.2020.1777230","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777230","url":null,"abstract":"ABSTRACT This case study examined an approach for sustaining the Targeted Reading Intervention (TRI) in rural schools. Researchers, teachers, and district-level partners collaboratively implemented the TRI Certification Process in order to sustain the TRI in one rural school district once researcher-based support ended. Primarily drawing from semi-structured interviews with TRI Facilitators, principals, and TRI coaches, findings indicated that student and teacher growth were important motivators. TRI coaches, the straightforward certification process, and leadership opportunities were supports that enabled teachers to complete the TRI Certification Process. Technology difficulties and student recruitment were challenging aspects of the TRI Certification Process. Our findings suggest that the TRI Certification Process may be a promising model for sustaining other interventions in schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"346 - 369"},"PeriodicalIF":1.2,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44231269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-15DOI: 10.1080/19388071.2020.1777228
R. Linder, Francine C. Falk-Ross
ABSTRACT What does it mean to “read between the lines?” In today’s society, print and nonprint texts may contain explicit or implicit messages promoting specific ideologies or biases, and future teachers need to be able to teach their students to read between the lines. Two teacher educators conducted a qualitative study in their literacy methods courses to determine if using a critical literacy graphic organizer would enable the preservice teachers to read more critically, uncover the sociopolitical issues underlying some children’s literature, and realize the potential for classroom discussions around these issues. Results indicated that although the critical literacy graphic organizer guided the preservice teachers to gain new understandings about messages contained within children’s literature, they experienced struggles with some aspects of a critical literacy approach.
{"title":"Preservice Teachers Taking a Critical Stance When Examining Children’s Literature","authors":"R. Linder, Francine C. Falk-Ross","doi":"10.1080/19388071.2020.1777228","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777228","url":null,"abstract":"ABSTRACT What does it mean to “read between the lines?” In today’s society, print and nonprint texts may contain explicit or implicit messages promoting specific ideologies or biases, and future teachers need to be able to teach their students to read between the lines. Two teacher educators conducted a qualitative study in their literacy methods courses to determine if using a critical literacy graphic organizer would enable the preservice teachers to read more critically, uncover the sociopolitical issues underlying some children’s literature, and realize the potential for classroom discussions around these issues. Results indicated that although the critical literacy graphic organizer guided the preservice teachers to gain new understandings about messages contained within children’s literature, they experienced struggles with some aspects of a critical literacy approach.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"298 - 323"},"PeriodicalIF":1.2,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48664926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-30DOI: 10.1080/19388071.2020.1789249
R. Hughes
ABSTRACT In this study, I sought to understand the disciplinary nature of an expert third-grade teacher’s practice as she apprenticed students into ways of reading, analyzing, and employing historical evidence. Using a case study methodology, I draw on classroom observation data, teacher interviews, and classroom artifacts to identify instances where the teacher apprenticed the students into practices related to historical thinking concepts. I found the teacher engaged students in disciplinary literacy practices through discussing the constructed nature of historical accounts; allowing students to analyze primary sources using heuristics, tools, and instructional sequence; and engaging students in making claims from evidence over the course of the inquiry. This paper highlights the possibilities for disciplinary literacy instruction in elementary schools.
{"title":"Apprenticing Third Graders in Disciplinary Literacy in History","authors":"R. Hughes","doi":"10.1080/19388071.2020.1789249","DOIUrl":"https://doi.org/10.1080/19388071.2020.1789249","url":null,"abstract":"ABSTRACT In this study, I sought to understand the disciplinary nature of an expert third-grade teacher’s practice as she apprenticed students into ways of reading, analyzing, and employing historical evidence. Using a case study methodology, I draw on classroom observation data, teacher interviews, and classroom artifacts to identify instances where the teacher apprenticed the students into practices related to historical thinking concepts. I found the teacher engaged students in disciplinary literacy practices through discussing the constructed nature of historical accounts; allowing students to analyze primary sources using heuristics, tools, and instructional sequence; and engaging students in making claims from evidence over the course of the inquiry. This paper highlights the possibilities for disciplinary literacy instruction in elementary schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"127 - 151"},"PeriodicalIF":1.2,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1789249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48976958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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