Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change

Probably not a substantial claim: may not pass S2 (checkable).

Knowledge and skill in the subject areas is essential to supporting young people in becoming active participants in a democratic society.

“Finally, as Lee (2007) has eloquently argued, knowledge and skill in the subject areas is essential to supporting young people in becoming active participants in a democratic society.”

• cites Lee, 2007Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Content literacy instruction can help youth gain access to the accepted knowledge of the disciplines, thereby allowing them also to critique and change that knowledge.

“Young people do not need to go to school to learn what they already know; content literacy instruction can help youth gain access to the accepted knowledge of the disciplines, thereby allowing them also to critique and change that knowledge.”

• AssumptionRests on an assumption: Young people do not need to go to school to learn what they already know.

Probably not a substantial claim: may not pass S3 (load-bearing).

Students' beliefs, values, and knowledges support and constrain teachers' practices and the dominant structures of the secondary school.

“O'Brien et al. (1995) argued that students' beliefs, values, and knowledges support and constrain teachers' practices and the dominant structures of the secondary school.”

• cites O'Brien et al., 1995 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

Disciplinary learning is a form of critical literacy because it builds an understanding of how knowledge is produced in the disciplines, rather than just building knowledge in the disciplines.

“Disciplinary learning is, from Lee's and Bain's perspective (and that of many others who advocate for a disciplinary stance toward secondary school learning) a form of critical literacy because it builds an understanding of how knowledge is produced in the disciplines, rather than just building knowledge in the disciplines.”

• cites LeeNot matched

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• cites BainNot matched

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May combine two claims.

Preservice teachers are skeptical about the efficacy of teaching and learning strategies offered by content literacy research, and inservice teachers rarely enact such strategies in their subject area classrooms.

“A significant body of research over the last 20 years has demonstrated that preservice teachers are skeptical about the efficacy of teaching and learning strategies offered by content literacy research, and inservice teachers rarely enact such strategies in their subject area classrooms (Alvermann & Moore, 1991;Holt-Reynolds, 1992;O'Brien & Stewart, 1990;Ratekin, Simpson, Alvermann, & Dishner, 198”

• cites Alvermann & Moore, 1991Not matched

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• cites Holt-Reynolds, 1992 sourceNot checked — no full text of the source
• cites O'Brien & Stewart, 1990 sourceNot checked — no full text of the source

May combine two claims.

Students bring ideas about what counts as learning to their disciplinary classrooms, and teachers make decisions about classroom practices in interaction with students and in the context of the secondary school as an institution.

“Students bring ideas about what counts as learning to their disciplinary classrooms, and teachers make decisions about classroom practices in interaction with students and in the context of the secondary school as an institution (Moje, 1996).”

• cites Moje, 1996 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Content literacy practices and strategies overlook the question of what literacy instruction does for learning in the subject areas.

“These practices and strategies, although important to improving literacy learning, overlook an important question: What does literacy instruction do for learning in the subject areas?”

Probably not a substantial claim: may not pass S2 (checkable).

Beginning with disciplinary practices in efforts to bring literacy instruction into secondary schools will better position secondary school researchers, teacher educators, and teachers to draw from the new texts and literate practices of adolescent students' lives.

“Thus, it may be that beginning with disciplinary practices in efforts to bring literacy instruction into secondary schools will better position secondary school researchers, teacher educators, and teachers to draw from the new texts and literate practices of adolescent students' lives as well.”

Classified as probably not a substantial claim.

Disciplinary learning is a matter of simultaneous intersections of constructing knowledge, identifying with a domain, and navigating different pathways toward goals.

“Drawing from their study of engineering students, Stevens and colleagues (in press) suggested that disciplinary learning is a matter of simultaneous intersections of constructing knowledge, identifying with a domain, and navigating different pathways toward goals.”

• cites Stevens et al., in pressNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The structures of the secondary school, an amazingly stable and enduring institution that has changed little over the course of its existence, constrain and support the ways that teachers and students carry out their day-to-day classroom practices.

“More to the point, teachers do not operate in a vacuum: The structures of the secondary school, an amazingly stable and enduring institution that has changed little over the course of its existence (Cuban, 1986), constrain and support the ways that teachers and students carry out their day-to-day classroom practices.”

• cites Cuban, 1986Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Knowledge production in the disciplines needs to be understood to be the result of human interaction.

“Even more important, knowledge production in the disciplines needs to be understood to be the result of human interaction.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

The time period in which a claim is situated matters tremendously to an historian; thus, temporal context is one dimension-among many other dimensions-a reader of historical texts must know, uncover, or examine as she or he reads.

“The time period in which a claim is situated matters tremendously to an historian; thus, temporal context is one dimension-among many other dimensions-a reader of historical texts must know, uncover, or examine as she or he reads (Bain, 2000;Wineburg, 1991).”

• cites Bain, 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Wineburg, 1991 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

These engineering students developed engineering knowledge in multiple sources and practices, and that the knowledge itself contributed to whether and how they identified as engineering students and, ultimately, as engineers.

“They demonstrated that these engineering students developed engineering knowledge in multiple sources and practices, and that the knowledge itself contributed to whether and how they identified as engineering students and, ultimately, as engineers.”

• cites Stevens et al., in pressNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The role of knowledge and information has often been backgrounded in literacy research and teaching in an attempt to avoid communicating that knowledge should be simply transferred from teacher to learner.

“The role of knowledge and information as described here has, I believe, often been backgrounded in literacy research and teaching in an attempt to avoid communicating the idea that knowledge should be simply transferred from teacher to learner.”

Probably not a substantial claim: may not pass S2 (checkable).

This development requires scaffolding and mediation by teachers who know the content well and understand the role that language and literate practice play in producing knowledge within it.

“In other words, knowledge, identities, and critical literacy skill develop iteratively; this development requires scaffolding and mediation by teachers who know the content well and understand the role that language and literate practice play in producing knowledge within it.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Knowledge production in the disciplines operates according to particular norms for everyday practice, conventions for communicating and representing knowledge and ideas, and ways of interacting, defending ideas, and challenging the deeply held ideas of others in the discipline.

“Knowledge production in the disciplines operates according to particular norms for everyday practice, conventions for communicating and representing knowledge and ideas, and ways of interacting, defending ideas, and challenging the deeply held ideas of others in the discipline.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

For other students, literate skill is undeveloped, creating a similar challenge but with a different etiology.

“For others, literate skill is undeveloped, creating a similar challenge but one with a different etiology.”

• AssumptionRests on an assumption: Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.

Probably not a substantial claim: may not pass S4 (based).

In the past, secondary literacy has been approached from the standpoint of literacy theory, rather than from the standpoint of the disciplinary learning theory.

“That is, in the past, secondary literacy has been approached from the standpoint of literacy theory, rather than from the standpoint of the disciplinary learning theory.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

In science, a norm of practice is that researchable problems be carefully defined and systematically and repeatedly studied before claims can be made about phenomena.

“For example, in science, a norm of practice is that researchable problems be carefully defined and systematically and repeatedly studied before claims can be made about phenomena.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

We have not acknowledged that the disciplines themselves are replete with cultural practices and can be considered discourse communities students must navigate.

“We have not acknowledged that the disciplines themselves are replete with cultural practices and can be considered discourse communities students must navigate.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Particular forms of evidence-typically empirical or observable forms that derive from experimental study-are required to make claims in science.

“Particular forms of evidence-typically empirical or observable forms that derive from experimental study-are required to make claims.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Adolescent students learn in the disciplines by simultaneously navigating through various practices and texts of the disciplines, thus supporting the construction of knowledge in practice and identification with the discipline.

“That is, we might argue that adolescent students learn in the disciplines by simultaneously navigating through various practices and texts of the disciplines, thus supporting the construction of knowledge in practice and identification with the discipline.”

Probably not a substantial claim: may not pass S2 (checkable).

Each of these forms-now readily available through digital venues-can support the construction of knowledge necessary to access the abstract and dense print texts of the disciplines.

“Each of these forms-now readily available through digital venues-can support the construction of knowledge necessary to access the abstract and dense print texts of the disciplines.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Motivation to take on or engage with the identity as historian, scientist, mathematician, or literary critic/writer may be waning as students enter secondary schools with little evidence that disciplinary knowledge or practice is meaningful for their lives.

“Finally, motivation to take on or engage with the identity as historian, scientist, mathematician, or literary critic/writer may be waning as students enter secondary schools with little evidence that disciplinary knowledge or practice is meaningful for their lives.”

• AssumptionRests on an assumption: Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.

Probably not a substantial claim: may not pass S2 (checkable).

Subject areas can be viewed as spaces in which knowledge is produced or constructed, rather than as repositories of content knowledge or information.

“A number of theorists have argued that the subject areas can be viewed as spaces in which knowledge is produced or constructed, rather than as repositories of content knowledge or information (Foucault, 1972;Halliday & Martin, 1993;Hicks, 1995;Lemke, 1990;Luke, 2001).”

• cites Foucault, 1972Not matched

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• cites Halliday & Martin, 1993Not matched

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• cites Hicks, 1995 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

Such knowledge gives young people the power to read critically across various texts and various disciplines.

“To learn deeply in a subject area, then, young people need to have access to the ways that conventions of disciplinary knowledge production and communication can be routinely or more explicitly challenged and reshaped; such knowledge gives young people the power to read critically across various texts and various disciplines.”

May combine two claims.

In history, the norms of practice differ: historians study researchable problems systematically, but the means of obtaining evidence and the forms that provide warrant for claims differ.

“In history, by contrast, the norms of practice differ.Historians, like natural scientists, study researchable problems systematically, but the means of obtaining evidence and the forms that provide warrant for claims differ.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

For some students, requisite disciplinary background knowledge is lacking and so reading upper-level texts and textbooks is challenging.

“For some students, requisite disciplinary background knowledge is lacking and so reading upper-level texts and textbooks is challenging.”

• AssumptionRests on an assumption: Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Without careful attention to what it means to learn in the subject areas and what counts as knowledge in the disciplines that undergird those subjects, educators will continue to struggle to integrate literacy instruction and those areas.

“These constraints, even taken together, however, fail to pinpoint a central problem in secondary school literacy: Without careful attention to what it means to learn in the subject areas and what counts as knowledge in the disciplines that undergird those subjects, educators will continue to struggle to integrate literacy instruction and those areas.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The division of secondary school learning into subject areas drawn from the disciplines reifies a belief (and constructs sets of practices) that implies knowledge is inherently different in different disciplines.

“In particular, the division of secondary school learning into subject areas drawn from the disciplines reifies a belief (and constructs sets of practices) that implies knowledge is inherently different in different disciplines.”

Probably not a substantial claim: may not pass S3 (load-bearing).

People cannot learn in a deep way within a semiotic domain if they are not willing to commit themselves fully to the learning in terms of time, effort, and active engagement.

“People cannot learn in a deep way within a semiotic domain if they are not willing to commit themselves fully to the learning in terms of time, effort, and active engagement.”

• cites Gee, 2007Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Young people encounter many different forms of text and employ many different literate practices throughout a given day.

“Just as secondary school teachers do not teach in a vacuum, young people do not learn in one; they encounter many different forms of text and employ many different literate practices throughout a given day.”

Probably not a substantial claim: may not pass S2 (checkable).

Providing opportunities for young people to examine how the norms of knowing, doing, and communicating are constructed is key to preventing the construction of knowledge-in-practice from devolving into the transfer of rote information.

“Key to preventing the construction of knowledge-in-practice from devolving into the transfer of rote information is providing opportunities for young people to examine how the norms of knowing, doing, and communicating are constructed.”

May combine two claims.

Youths' knowledge of and identifications with the domain both support their skill in reading and writing and motivate them to persevere even when confronted with a challenging text or writing task.

“These studies demonstrate that the youths' knowledge of and identifications with the domain both support their skill in reading and writing and motivate them to persevere even when confronted with a challenging text or writing task.”

• cites Alvermann, 2001Not checked — no full text of the source
• cites Gustavson, 2007 sourceNot checked — no full text of the source
• cites Moje, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Such a commitment requires that they are willing to see themselves in terms of a new identity, that is, to see themselves as the kind of person who can learn, use, and value the new semiotic domain.

“Such a commitment requires that they are willing to see themselves in terms of a new identity, that is, to see themselves as the kind of person who can learn, use, and value the new semiotic domain.”

• cites Gee, 2007Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

All deep learning-that is, active, critical learning-is inextricably caught up with identity in a variety of ways.

“All deep learning-that is, active, critical learningis inextricably caught up with identity in a variety of ways....”

• cites Gee, 2007Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

We have not thoroughly conceptualized language and literacy practice as an integral aspect of subject area learning, rather than as a set of strategies for engaging with texts.

“Finally, we have not thoroughly conceptualized language and literacy practice as an integral aspect of subject area learning, rather than as a set of strategies for engaging with texts.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In Orellana and colleagues' analysis, young Latino/a children could access the language codes of English but could not make meaning of words and concepts; their parents brought sophisticated world knowledge to the decoding process, and thereby parents and children co-constructed understandings of complex documents.

“This last question reminds me of Orellana and colleagues' (2003) analysis of young Latino/a children co-constructing meaning of complex Englishlanguage documents with their Spanish-speaking parents: The children could access the language codes of English, but could not make meaning of words and concepts; their parents brought sophisticated world knowledge to the decoding process, and thereby the”

• cites Orellana and colleagues' (2003)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Teachers can employ many different forms of representation to construct knowledge of one concept-different genres, different symbol systems, and different semiotic tools.

“Teachers can employ many different forms of representation to construct knowledge of one concept-different genres (e.g., narrative, expository, poetics, music), different symbol systems (e.g., print, graphs, tables), and different semiotic tools (image, sound, and performance).”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Secondary school teachers will face challenges at the classroom level with the question of how to support young people as they construct identities across different disciplines.

“In addition, secondary school teachers will face challenges at the classroom level with the question of how to support young people as they construct identities across different disciplines.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Disciplinary texts can be extremely challenging to the reader with little prior knowledge of the discipline.

“Disciplinary texts, however, can be extremely challenging to the reader with little prior knowledge of the discipline, thus producing the conundrum mentioned previously.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Fear of reifying knowledge has resulted in a great deal of talk about disciplinary identity development and strategy instruction without attention to how disciplinary identity and strategic practice depend on knowing some things about the domain.

“This fear of reifying knowledge has resulted in a great deal of talk about disciplinary identity development and strategy instruction without attention to how being a certain kind of person (developing a disciplinary identity) and engaging in strategic practice is dependent on knowing some things about the domain in which one is practicing.”

May combine two claims.

In a typical school day, young people in secondary school are expected to participate in the discourses of the disciplines, to incorporate those discourses with other discourses and identities they experience throughout the day, and to forge, or at least try out, new identities as they take up those discourses.

“In a typical school day, young people in secondary school are expected to participate in the discourses of the disciplines, to incorporate those discourses with other discourses and identities they experience throughout the day, and to forge, or at least try out, new identities as they take up those discourses (cf.Gee, 2000Gee, /2001;;Luke, 2001).”

• cites Gee, 2000/2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Luke, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

To learn deeply in a subject area, young people need access to the ways that conventions of disciplinary knowledge production and communication can be routinely or more explicitly challenged and reshaped.

“To learn deeply in a subject area, then, young people need to have access to the ways that conventions of disciplinary knowledge production and communication can be routinely or more explicitly challenged and reshaped; such knowledge gives young people the power to read critically across various texts and various disciplines.”

Probably not a substantial claim: may not pass S2 (checkable).

In an epistemically grounded curriculum and pedagogy, students come to understand that knowing how knowledge is produced is as important as access to the knowledge itself.

“Bain (2000) calls this the generation of an epistemically grounded curriculum and pedagogy, or one in which students come to understand that knowing how knowledge is produced is as important as access to the knowledge itself.”

• cites Bain (2000)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Subject areas become subcultures of the secondary school, with their own ways of knowing, doing, and believing.

“Subject areas become subcultures of the secondary school, with their own ways of knowing, doing, and believing.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Without a change in the typical school structures of 50-minute classes, relative isolation of teachers in single classrooms, and confinement of classes within the physical school space, a broad, metadiscursive pedagogy and curriculum will be difficult to develop.

“Without a change in the typical school structures of 50-minute classes, relative isolation of teachers in single classrooms, and confinement of classes within the physical school space, a broad, metadiscursive pedagogy and curriculum will be difficult to develop.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

The constraints (conceptual, cultural, structural) do not exist in a hierarchical form; each set needs to be addressed simultaneously as interlocking pieces.

“These constraints do not exist in some sort of hierarchical form (i.e., changes in structures lead to changes in culture or vice versa) and, therefore, each set of constraints needs to be addressed simultaneously as interlocking pieces of the disciplinary/secondary school literacy puzzle.”

Probably not a substantial claim: may not pass S2 (checkable).

The integration of literacy instruction in the secondary schools is a complex change process that will require collaboration, communication, and a commitment to major conceptual, structural, and cultural changes.

“The integration of literacy instruction in the secondary schools is a complex change process that will require collaboration, com-”

Probably not a substantial claim: may not pass S2 (checkable).

No one group can act alone.

“No one group can act alone.”

Classified as probably not a substantial claim.

The pieces include teacher educators, school administrators, teachers, researchers, local and national policymakers, and the young people themselves.

“These pieces include teacher educators, school administrators, teachers, researchers, local and national policymakers, and the young people themselves.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Developing an integrated approach to literacy teaching and learning in the secondary subject areas requires conceptual changes in definitions, cultural changes in practices, and structural changes in the enduring institutions of the secondary school and secondary teacher education.

“The work and commitment required for developing an integrated approach to literacy teaching and learning in the secondary subject areas is enormous, requiring conceptual changes in our definitions, cultural changes in our practices, and structural changes in the enduring institutions of the secondary school and secondary teacher education.”

Probably not a substantial claim: may not pass S4 (based).

Subject area subcultures, limited opportunities for teachers to work across disciplines, and the implacable structure and timing of the typical secondary school day all work to challenge a metadiscursive approach to content literacy, just as they challenge strategy-based approaches.

“The issues of the subject area subcultures, limited opportunities for teachers to work across disciplines, and the implacable structure and timing of the typical secondary school day all work to challenge a metadiscursive approach to content literacy, just as they challenge strategy-based approaches.”