The DOI matches its Crossref record; 60 of the 60 references it cites were found in a registry or an index; 3 of the 47 sources its claims cite were checked for support.
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change
Open accessAbstract
In this commentary, the author argues for building disciplinary literacy instructional programs, rather than merely encouraging subject matter teachers to employ literacy teaching practices and strategies. Readers might wisely question a focus on disciplinary learning in a time when new media, literacies, and social networking practices are so powerful. The author's argument is that knowledge and skill in the subject matter of the disciplines is essential to young people becoming active participants in a democratic society. Although literacy educators acknowledge the value and power of the knowledge, practices, and texts young people bring to school, it is also critical that we acknowledge the need to expand youth knowledge, practices, and texts. Disciplinary literacy instruction can help youths gain access to the accepted knowledge of the disciplines, thereby allowing them also to critique and change that knowledge. Beginning with disciplinary practices in efforts to integrate literacy instruction more fully throughout secondary schools may better position secondary school educators to draw from a range of new texts and practices available in the disciplines and in adolescents' everyday lives to generate critical learning opportunities. [ Notes. Elizabeth Moje expands on this commentary in a podcast available at www.reading.orgdownloadspodcastsII‐Moje.mp3 . See also Rafael Heller's “Friendly Critique” of the commentary at http:dx.doi.org10.1598JAAL.54.4.4 , Moje's response to Heller at http:dx.doi.org10.1598JAAL.54.4.5 , and continuing discussion on Heller's blog at http:literacyforamateurs.blogspot.com .] في هذا التعليق المؤلفة تعطي حججاً لبناء برامج تعليمية منهاجية لمعرفة القراءة والكتابة بدلاً من مجرد تشجيع أساتذة مادة الموضوع على تفعيل ممارسات تعليم معرفة القراءة والكتابة واستراتيجياتها. وقد يشكّك القراء تشكيكاً ذكياً في التركيز على التعلم المنهاجي في الوقت الذي تتمتع فيه الوسائلة الجديدة ومعارف القراءة والكتابة وممارسات التشبيك الاجتماعي بكل هذا القدر من القوة. وتعتقد المؤلفة أن المعرفة والمهارة في مادة موضوع المناهج هما جوهر موضوع مشاركة الفتيان بشكل فعال في مجتمع ديموقراطي. ومع أن معلّمي معرفة القراءة والكتابة يعترفون بقيمة معرفة الفتيان وممارساتها وقوتها التي يأتون بها إلى المدرسة فإنه أيضاً في أوج الخطر بأننا نعترف بالحاجة إلى توسيع معرفة الفتيان وممارساتهم ونصوصهم. إذ من الممكن أن يساعد تعليم معرفة القراءة والكتابة المنهاجية الفتيان في فتح أبواب معرفة المجالات العلمية المعترف بها وبذلك يتم السماح لهم بنقد تلك المعرفة وتحيولها. وابتداءاً من ممارسات منهاجية في الجهود المبذولة لإدماج تعليم معرفة القراءة والكتابة بشكل أوسع في المدارس الثانوية قد يحسّن موقف معلّمي المدرسة الثانوية لاختيار النصوص الجديدة الممتدة والممارسات المتوفرة في المجالات وفي حياة المراهقين اليومية لتوليد فرص التعلم الخطيرة. [Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .] 在此评论中，作者主张建立学科读写能力教学课程，而不是单靠鼓励学科教师采用读写能力教学实践与策略。在这个新媒体、多元读写能力和新社会网络有强大影响力的时代中，读者会明智地质疑把焦点放在学科学习上的意义。作者的论点是，学科中的知识与技能都是年青人要成为民主社会的积极参与者所必须的。虽然文化教育工作者肯定了年青人所带进学校的知识，文化实践与读写篇章的价值与力量，但我们亦亟需肯定扩展年青人的知识、文化实践与读写篇章的重要性。学科读写能力教育可以帮助年青人有机会获得这些学科的普遍知识，从而帮助他们建立批判与革新这些知识的能力。若学科教育实践能开始于致力把读写能力教学更全面地融入中学教育中，则中学教育工作者会较有效地利用学科已有的广泛而新颖的篇章和文化实践，以及青少年日常生活的经验，给学生营造批判式学习的机会。 [Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .] Dans cette analyse, l'auteur défend l'idée de construire des programmes pédagogiques de littératie par discipline, plutôt que d'inciter les professeurs des disciplines à utiliser des stratégies et des pratiques d'enseignement venues de la lecture‐écriture. Les lecteurs devraient avoir la sagesse de remettre en question la centration sur l'apprentissage de la discipline à un moment où les nouveaux médias, les littératies, et les pratiques sociales de travail en réseau sont si puissants. L'argument de l'auteur est que les savoirs et les savoir‐faire des contenus disciplinaires est essentiel pour que les jeunes deviennent des membres actifs d'une société démocratique. Quoique les maîtres reconnaissent la valeur et le pouvoir des connaissances, des pratiques et des textes que les jeunes apportent à l'école, il est également capital que nous reconnaissions la nécessité d'étendre les connaissances, les pratiques, et les textes des jeunes. Un enseignement de littératie par discipline peut aider les jeunes à accéder à une acceptation des disciplines, en les autorisant aussi de ce fait à critiquer et à changer la connaissance. Commencer par les pratiques de disciplines pour s'efforcer d'intégrer plus complètement l'enseignement de la littératie dans les écoles secondaires pourrait placer les enseignants du secondaire en meilleure position pour tirer parti de tout un ensemble de nouveaux textes et de nouvelles pratiques disponibles dans les disciplines et dans la vie quotidienne des adolescents et fournir des occasions d'apprentissage critique. [Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .] Автор утверждает, что мало просто предлагать учителям‐предметникам развивать грамотность учащихся и даже предлагать им методы для развития грамотности. Следует создавать учебные программы по развитию предметной грамотности. Читатели вправе усомниться в целесообразности такого подхода в эпоху новых медийных носителей, новых видов грамотности и мощных социальных сетей. Доводы автора состоят в том, что для молодежи как активных членов демократического общества крайне важны дисциплинарные знания и навыки. Хотя учителя признают ценность тех знаний, методов, и текстов, которые молодые люди приносят в школу из реальной жизни, все‐таки необходимо расширять эти знания, вооружать молодых людей различными методами работы со словом и знакомить их со все новыми и новыми текстами. Развитие предметной грамотности даст учащимся доступ к общеизвестным знаниям в той или иной предметной области, что в свою очередь позволит им критически анализировать и видоизменять эти знания. Если в школах произойдет интеграция обучения грамотности с преподаванием различных дисциплин, под рукой у педагогов окажется целый арсенал новых текстов и практик – как предметных, так и относящихся к каждодневной жизни подростков. Это создаст наиболее оптимальные предпосылки для обучения. [Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .] En este comentario, el autor propone la creación de programas de instrucción de competencias disciplinarias , en vez de meramente incentivar a los maestros de materias a utilizar estrategias y prácticas de la enseñanza de competencias. Los lectores podrían cuestionar con razón un enfoque en la enseñanza de disciplinas en este tiempo en que nuevos medios, las competencias, y el establecimiento de contactos sociales son tan poderosos. El argumento del autor es que tener conocimiento y habilidad en la materia de las disciplinas es esencial para que los jóvenes puedan participar activamente en una sociedad democrática. Aunque los educadores de las competencias reconocen el valor y el poder del conocimiento al igual que las prácticas y los textos que los jóvenes traen al salón de clase, es también de importancia crítica que reconozcamos la necesidad de expandir el conocimiento, las prácticas, y los textos de los jóvenes. Instrucción sobre las competencias de las disciplinas puede ayudar a los jóvenes a tener acceso al conocimiento aceptado de las disciplinas, de esa forma permitiéndoles criticar y cambiar ese conocimiento. Empezar con las prácticas de las disciplinas—en un esfuerzo para mejor integrar la instrucción de competencias en las escuelas secundarias—podría poner a los maestros de las escuelas secundarias en una mejor posición para hacer uso de una gama de prácticas y textos nuevos disponibles en las disciplinas y las vidas diarias de los adolescentes para crear oportunidades de aprendizaje crítico. [Podcast: www.reading.orgdownloadspodcastsII‐Moje.mp3 .]
Overview
Integrity signals
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Claims the paper makes
3 of 47 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“In recently conducted surveys of adolescent literacy practices among youth in one large midwestern U.S. city, the average young person reported engaging in roughly nine different family and community activities outside of school each week, and reported reading books, websites, music lyrics, and magazines several times per week, in addition to the reading they did for school (Moje, Overby, Tysvaer,”
What the sources say
- Partly supportedcites Moje, Overby, Tysvaer, & Morris, 2008 sourceExperimental — accuracy not yet measured
The Reading and Writing Practices Outside of School passage reports that students read websites, music lyrics, magazines, and novels or other literary works outside school. But the survey scale defines 4 as once a week and 5 as three to four times a week; the reported averages for these text types range from 3.43 to 4.31. Thus, the source does not support saying the average student read each of them several times per week. (LLM, conf=0.90)
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“In recently conducted surveys of adolescent literacy practices among youth in one large midwestern U.S. city, the average young person reported engaging in roughly nine different family and community activities outside of school each week, and reported reading books, websites, music lyrics, and magazines several times per week, in addition to the reading they did for school (Moje, Overby, Tysvaer,”
What the sources say
- Partly supportedcites Moje, Overby, Tysvaer, & Morris, 2008 sourceExperimental — accuracy not yet measured
The Participants and Sites passage (page unavailable) describes surveys of students in a large Midwestern city, and the survey-measures passage says students were asked about out-of-school activities, including family activities. Neither passage, nor the passages on results, reports that the average student engaged in roughly nine different family and community activities each week. (LLM, conf=0.82)
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“At the same time, my own work with young people in one urban community (Moje et al., 2008) suggests that youths' transfer of proficient skills from popular texts that interest them-and for which they have constructed extensive domain knowledge in practice-is compromised when they find themselves confronted with texts for which they have little sophisticated domain knowledge and for which they have”
What the sources say
- Partly supportedcites Moje et al., 2008 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Partly supported
In the paper
“In a recent teaching experience I observed firsthand the critical role of knowledge in adolescent students' abilities to make sense of even short segments of primary source texts (Moje & Speyer, 2008).”
What the sources say
- Not matchedcites Moje & Speyer, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As our students read immigration laws, for example, they needed basic information from immigration history, world geography, political theory, cultural studies, and mathematics, not to mention vocabulary, discursive knowledge, and knowledge of how and when to question texts and search for additional information (what we labeled”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In other words, teachers hold cultural beliefs about the appropriate practices of their respective disciplines.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Students also engage in literacy practices and learning outside of school, learning they consider powerful and important.”
What the sources say
- Not checked — no full text of the sourcecites Hull & Schultz, 2002
- Not checked — no full text of the sourcecites Leander & Lovvorn, 2006 source
- Not checked — no full text of the sourcecites Lee, 2007
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“Although my basic premise is that the reason for a lack of integration is that secondary content literacy has focused more on literacy than on the subject areas (cf.Conley, 2008), I review each of these points brief ly because they each have important connections to what I argue is the key challenge, that of reconceptualizing how we think of disciplinary learning and literacy instruction.”
What the sources say
- Not checked — no full text of the sourcecites Conley, 2008 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“In sum, new media and new literacy practices are important to the disciplines.”
What the sources say
- Not matchedcites Jenkins, 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Typical approaches to secondary school content learning often overlook the learning and literacy practices that youth engage in apart from their school-based, content learning (e.g., Hull & Schultz, 2002;Leander & Lovvorn, 2006;Lee, 2007;Moje, 2002;Tatum, 2008).”
What the sources say
- Not checked — no full text of the sourcecites Hull & Schultz, 2002
- Not checked — no full text of the sourcecites Leander & Lovvorn, 2006 source
- Not checked — no full text of the sourcecites Lee, 2007
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
- Probably not a substantial claim. 45
- It may state two separate claims as one. 16
In the paper
“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.”
What the sources say
- Not matchedcites Lee, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: Young people do not need to go to school to learn what they already know.
In the paper
“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.”
What the sources say
- Not checked — no full text of the sourcecites O'Brien et al., 1995 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“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.”
What the sources say
- Not matchedcites Lee
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Bain
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“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”
What the sources say
Load-bearingStrength:boosted· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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).”
What the sources say
- Not checked — no full text of the sourcecites Moje, 1996 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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?”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“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.”
What the sources say
- Not matchedcites Stevens et al., in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
- Not matched
In the paper
“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.”
What the sources say
- Not matchedcites Cuban, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Even more important, knowledge production in the disciplines needs to be understood to be the result of human interaction.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
What the sources say
- Not matchedcites Bain, 2000
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Wineburg, 1991 source
Strength:boosted· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“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.”
What the sources say
- Not matchedcites Stevens et al., in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For others, literate skill is undeveloped, creating a similar challenge but one with a different etiology.”
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
- Rests on an assumption: Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We have not acknowledged that the disciplines themselves are replete with cultural practices and can be considered discourse communities students must navigate.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Particular forms of evidence-typically empirical or observable forms that derive from experimental study-are required to make claims.”
Strength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
What the sources say
- Not matchedcites Foucault, 1972
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Halliday & Martin, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Hicks, 1995 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For some students, requisite disciplinary background knowledge is lacking and so reading upper-level texts and textbooks is challenging.”
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“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.”
What the sources say
- Not matchedcites Gee, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
What the sources say
- Not checked — no full text of the sourcecites Alvermann, 2001
- Not checked — no full text of the sourcecites Gustavson, 2007 source
- Not matchedcites Moje, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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.”
What the sources say
- Not matchedcites Gee, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“All deep learning-that is, active, critical learningis inextricably caught up with identity in a variety of ways....”
What the sources say
- Not matchedcites Gee, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“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”
What the sources say
- Not matchedcites Orellana and colleagues' (2003)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Disciplinary texts, however, can be extremely challenging to the reader with little prior knowledge of the discipline, thus producing the conundrum mentioned previously.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“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).”
What the sources say
- Not matchedcites Gee, 2000/2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Luke, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“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.”
What the sources say
- Not matchedcites Bain (2000)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Subject areas become subcultures of the secondary school, with their own ways of knowing, doing, and believing.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The integration of literacy instruction in the secondary schools is a complex change process that will require collaboration, com-”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“No one group can act alone.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These pieces include teacher educators, school administrators, teachers, researchers, local and national policymakers, and the young people themselves.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
The authors state this as an assumption.
The disciplines are constituted by discourses.
“This turn toward literacy as an essential aspect of disciplinary learning, requires the acceptance of a key premise that”
The authors state this as an assumption.
Producing knowledge in a discipline requires fluency in making and interrogating knowledge claims, which in turn require fluency in a wide range of ways of constructing and communicating knowledge.
“This premise assumes that producing knowledge in a discipline requires f luency in making and interrogating knowledge claims, which in turn require f luency in a wide range of ways of constructing and communicating knowledge.”
The paper relies on this without support.
Teachers and administrators are aware of the need to do something different in classrooms, and teacher educators are generally committed to teacher education around content literacy.
“Teachers and administrators are aware of the need to do something different in classrooms, and teacher educators are generally committed to teacher education around content literacy.”
The paper relies on this without support.
Young people do not need to go to school to learn what they already know.
“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.”
The paper relies on this without support.
Students may enter classrooms and schools with gaps in knowledge, skill, or motivation.
“The question of repair work-or the idea that students may enter classrooms and schools with gaps in knowledge, skill, or motivation-operates at multiple levels.”
The paper relies on this without support.
Disciplinary scholars have turned increasingly to new media to conduct disciplinary investigations.
“As indicated previously, disciplinary scholars have turned increasingly to new media, which demand new literacy practices, to conduct disciplinary investigations.”
The paper relies on this without support.
The texts youth had access to outside of school were often more compelling to them than those they were presented with in school.
“More to the point, the texts they had access to outside of school were often more compelling to them than those they were presented with in school.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Two articles are assigned overlapping pages in the same issue
MinorThe references place two different articles in volume 78, issue 1 of Harvard Educational Review, but their stated page ranges overlap on pages 107-108.
“Conley, M.W. (2008). Cognitive strategy instruction for ado- lescents: What we know about the promise, what we don't know about the potential. Harvard Educational Review, 78(1), 84-108.”
“Moje, E.B., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154.”
Two stated reasons are followed by a third
MinorThe author says there are two reasons for pursuing disciplinary literacy teaching and introduces them as "First" and "Second." A subsequent "Finally" paragraph presents a distinct rationale about participation in a democratic society.
“I have pursued the question of disciplinary literacy teaching for two reasons.First, in the current sociopolitical context”
“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.”
Citations
Cites
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
Pearson, P. D., Barr, (. E., Kamil, M. L., Mosenthal, P. B., & Barr, R. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5764 · Cited by 6,850
What Video Games Have to Teach Us about Learning and Literacy
(2004) · Education + Training · doi:10.1108/et.2004.00446dae.002 · Cited by 6,674
A Pedagogy of Multiliteracies: Designing Social Futures
Cazden, C. (2006) · Harvard Educational Review · doi:10.17763/haer.66.1.17370n67v22j160u · Cited by 6,196
What video games have to teach us about learning and literacy
Gee, J. P. (2003) · Computers in Entertainment · doi:10.1145/950566.950595 · Cited by 5,735
(1972) · Medical Entomology and Zoology · Cited by 5,727
Talking science: language, learning, and values
Lemke, J. L. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5211 · Cited by 4,001
A pedagogy of Multiliteracies Designing Social Futures
Cope, B., & Kalantzis, M. (1996) · doi:10.4324/9780203979402-6 · Cited by 3,323
Chapter 3 : Identity as an Analytic Lens for Research in Education
Gee, J. P. (2000) · Review of Research in Education · doi:10.3102/0091732x025001099 · Cited by 2,727
Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy
Shanahan, T., & Shanahan, C. R. (2008) · Harvard Educational Review · doi:10.17763/haer.78.1.v62444321p602101 · Cited by 1,685
Flagged first, then by citations
Research works printed but not linked: 9
- Gee J.P.(2001 December).Reading in “new times”.Paper presented at the National Reading Conference San Antonio TX.
- Jenkins H., 2006, Fans, bloggers, and gamers: Media consumers in a digital age
- Lee C.D., 2006, Reading in the disciplines and the challenges of adolescent literacy.
- Luke A., 2001, Constructions of literacy: Studies of teaching and learning in and out of secondary schools, ix
- Moje E.B., 1997, Exploring discourse, subjectivity, and knowledge in chemistry class, Journal of Classroom Interaction, 32, 35
- Moje E.B., 2004, Bridging the gap: Improving literacy learning for preadolescent and adolescent learners in grades 4–12, 227
- Moore D.W., 1996, Literacies for the 21st century: Research and practice (45th yearbook of the National Reading Conference, pp 15–46).
- Moore D.W., 2001, Constructions of literacy: Studies of teaching and learning in and out of secondary schools, 3
- Readence J.E., 1989, Content area reading: An integrated approach
Cited by
Sorted by citations
Items 101–200 of 782
Rappa, N. A., & Tang, K.-S. (2018) · Linguistics and Education · doi:10.1016/j.linged.2017.12.003 · Cited by 31
“The purpose of this study is, therefore, to explore how disciplinary-specific genres can be incorporated into classroom discourse so as to support students in developing disciplinary literacy, or the specific ways of talking, reading, writing, and thinking used in a discipline (Moje, 2008).”
BackgroundCurriculum Ideologies Reflecting Pre-Service Teachers’ Stances toward Inclusive Education
Mäkinen, M. (2018) · InTech eBooks · doi:10.5772/intechopen.76326 · Cited by 29
Historical Reading and Writing in Secondary School Classrooms
Nokes, J. D. (2017) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-52908-4_29 · Cited by 29
Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy
Colwell, J., Gregory, K., & Taylor, V. (2020) · Journal of Teacher Education · doi:10.1177/0022487120913853 · Cited by 29
“We targeted the first 2 weeks of the course on reading and engaging in discussion related to research and foundational commentary on disciplinary literacy as a concept (e.g., Fang & Coatoam, 2013; Moje, 2008; Shanahan & Shanahan, 2008) and how it relates to and supports CRP and instruction.”
BackgroundMethodResearch and Development of Multiple Source Comprehension Assessment
(2012) · Routledge eBooks · doi:10.4324/9780203131268-16 · Cited by 28
Basma, B., & Savage, R. S. (2023) · Journal of Teacher Education · doi:10.1177/00224871231153084 · Cited by 51
“Teaching literacy in middle and high school may require reconceptions of (and by) teachers and changes in practice (Moje, 2008).”
BackgroundUsing Mentor Texts to Teach Writing in Science and Social Studies
Pytash, K. E., & Morgan, D. N. (2014) · The Reading Teacher · doi:10.1002/trtr.1276 · Cited by 28
Supporting Disciplinary Literacy and Science Learning in Grades 3–5
Grysko, R. A., & Zygouris‐Coe, V. I. (2019) · The Reading Teacher · doi:10.1002/trtr.1860 · Cited by 28
Disciplinarity and Literate Activity in Civil and Environmental Engineering: A Lifeworld Perspective
Durst, S. (2019) · Written Communication · doi:10.1177/0741088319864897 · Cited by 27
“Although Moje (2008) called on teachers to heed the diverse literate practices of students, DL still privileges expert ways of constructing domain-specific knowledge, typified genres of writing, and normative ways of inhabiting disciplinary spaces, encouraging teachers to show students how to…”
BackgroundDisciplinary literacy in the science classroom: Using adaptive primary literature
Koomen, M. H., Weaver, S., Blair, R. B., & Oberhauser, K. S. (2016) · Journal of Research in Science Teaching · doi:10.1002/tea.21317 · Cited by 27
Preparing Preservice Educators to Teach Critical, Place‐Based Literacies
Mendoza, A. (2017) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.708 · Cited by 27
Nikula, T., Jakonen, T., & Kääntä, L. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101932 · Cited by 28
More than Language—Evaluating a Canadian University EAP Bridging Program
Viegen, S. V., & Russell, B. (2019) · TESL Canada Journal · doi:10.18806/tesl.v36i1.1304 · Cited by 30
“This perspective underlies what has been called a disciplinary approach to literacy instruction (Fang & Schleppegrell, 2010; Gebhard, 2019; Moje, 2008; Schleppegrell & O’Halloran, 2011; Shanahan & Shanahan, 2012), which anchors literacy learning in content areas, moving”
BackgroundIntegrating Literacy and Engineering Instruction for Young Learners
Wilson‐Lopez, A., & Gregory, S. (2015) · The Reading Teacher · doi:10.1002/trtr.1351 · Cited by 26
“Researchers (e.g., Moje, 2008; Shanahan & Shanahan, 2008) have argued that the end goal of disciplinary literacy instruction is not to produce better generic readers and writers, but instead to cultivate discipline-specific habits of mind and practices.”
BackgroundLesley, M. K. (2013) · Literacy Research and Instruction · doi:10.1080/19388071.2013.826761 · Cited by 26
“Similarly, Moje (2008) argued “disciplinary learning . . . is a form of critical literacy because it builds on an understanding of how knowledge is produced in the disciplines” (p. 97). Shanahan and Shanahan (2008) created a content area literacy model in which they placed disciplinary literacy at the top of a “litera…”
BackgroundInfluentialForegrounding the Disciplines for Teacher Preparation in Secondary Literacy
Conley, M. W. (2012) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.00115 · Cited by 25
Wickens, C. M., Manderino, M., Parker, J., & Jung, J. (2015) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.429 · Cited by 28
Recitation and Reasoning in Novice History Teachers' Use of Writing
Monte‐Sano, C., & Harris, K. (2012) · The Elementary School Journal · doi:10.1086/666388 · Cited by 28
“Yet, some aspects of writing are not generalizable; they are discipline specific (e.g., Moje, 2008; Monte-Sano, 2010).”
BackgroundHarris, L. M., Halvorsen, A., & Aponte-Martínez, G. J. (2015) · The Journal of Social Studies Research · doi:10.1016/j.jssr.2015.06.007 · Cited by 25
“…these terms vary, history educators agree that historical skills such as engaging in investigations, analyzing and comparing sources, determining author credibility, and producing arguments are important abilities of historical literacy (Bain, 2006; Moje, 2008; Monte-Sano, 2010; Wineburg, 2001).”
BackgroundImproving the Historical Knowledge and Writing of Students With or At Risk for LD
Paz, S. D. L., & Wissinger, D. R. (2016) · Journal of Learning Disabilities · doi:10.1177/0022219416659444 · Cited by 30
“These problems are likely compounded in middle and high school, where content area learning incorporates complex disciplinary standards (Moje, 2008).”
BackgroundThe Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction
Harmon, J. M., & Wood, K. D. (2018) · Education Sciences · doi:10.3390/educsci8030101 · Cited by 25
How Popular Culture Texts Inform and Shape Students’ Discussions of Social Studies Texts
Hall, L. A. (2011) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.00036 · Cited by 25
Adolescent Literacy: More than Remediation.
Biancarosa, G. (2012) · Educational leadership · Cited by 24
Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course
Girard, B., & Harris, L. M. (2012) · Theory & Research in Social Education · doi:10.1080/00933104.2012.705183 · Cited by 24
“Advocates of disciplinary literacy as a goal for content area instruction (eg, Moje, 2008 ; Shanahan & Shanahan, 2008 ) suggest that more research is needed regarding the ways in which teachers might offer support for students' historical thinking, reading, and writing.”
Background(Re)imagining Literacy and Teacher Preparation Through Collaboration
Draper, R. J., Broomhead, P., Jensen, A. P., & Nokes, J. D. (2012) · Reading Psychology · doi:10.1080/02702711.2010.515858 · Cited by 30
“Identifying these literacies, it is argued, must be done in collaboration with content-area experts (Draper, Hall, Smith, & Siebert, 2005; Moje, 2008a; Shanahan & Shanahan, 2008).”
BackgroundInfluentialWilson, A. A., Boatright, M. D., & Landon‐Hays, M. (2014) · Journal of Literacy Research · doi:10.1177/1086296x14532615 · Cited by 24
“A growing body of theoretical and empirical literature (Lee & Spratley, 2010; Moje, 2008) has called for greater attention to the similarities and differences of representations and texts within and across disciplines, suggesting that understanding these characteristics is a necessary precursor to providing literacy i…”
BackgroundPark, J. Y. (2016) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.521 · Cited by 24
A Bernsteinian Analysis of Content Area Literacy
Collin, R. (2014) · Journal of Literacy Research · doi:10.1177/1086296x14552178 · Cited by 24
“This method is often called a “disciplinary approach” to teaching content area literacy (see Buehl, 2011; Fang & Schleppegrell, 2010; Lee & Spratley, 2006; Moje, 2008, 2010; Moje et al., 2004; Olson & Truxaw, 2009; Pytash, 2012; Shanahan & Shanahan, 2008, 2012).”
BackgroundMethodInfluentialCaughlan, S., Pasternak, D. L., Hallman, H. L., et al. (2017) · English Education · doi:10.58680/ee201729043 · Cited by 24
“Other scholars promote the view that school subjects reflect the epistemologies and discourses of the disciplines, knowledge of which is required to enter those communities as literate members (Applebee, 1996; Gee, 1996; Langer, 2011; Moje, 2008; Shulman, 1987).”
BackgroundBrevik, L. M. (2015) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2015.1075310 · Cited by 31
“However, there is little evidence that strategy instruction actually takes place in classrooms (Moje, 2008; Pressley, 2008).”
BackgroundUsing Disciplinary Literacies to Enhance Adolescents' Engineering Design Activity
Wilson, A. A., Smith, E., & Householder, D. L. (2014) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.302 · Cited by 23
“Disciplinary Literacy in Engineering A large and growing body of empirical and theoretical literature has argued that text interpretation and production are profoundly embedded within disciplinary activity (Moje, 2008).”
BackgroundMapping talk about the mathematics register in a secondary mathematics teacher study group
Herbel-Eisenmann, B., Johnson, K., Otten, S., Cirillo, M., & Steele, M. (2015) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2014.09.003 · Cited by 23
Disciplinary Literacy in Elementary School: How a Struggling Student Positions Herself as a Writer
Háland, A. (2016) · The Reading Teacher · doi:10.1002/trtr.1541 · Cited by 23
Shared Principles in History and Social Science Education
Barton, K. C. (2017) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-52908-4_24 · Cited by 23
Disciplinary literacy in mathematics: One mathematician’s reading practices
Fang, Z., & Chapman, S. (2020) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2020.100799 · Cited by 23
“WHAT ARE YOU LOOKING AT?” AN EYE MOVEMENT EXPLORATION IN SCIENCE TEXT READING
Hung, Y. (2013) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-013-9406-z · Cited by 23
The Psychology and Pedagogy of Reading Processes
Pearson, P. D., & Cervetti, G. N. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207012 · Cited by 25
“…to the fore in recent decades is interest in discipline-specific inquiry practices and methods of communication, and how these are reflected in uses of language, the organization of texts, and the relationships between texts and ways of developing knowledge (Heller & Greenleaf, 2007; Moje, 2008).”
BackgroundDamico, J. S., & Baildon, M. C. (2011) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.00028 · Cited by 22
Mattison, K. A., Merchak, A. R., Wieman, S. T., Zimmer, S. E., & Fankhauser, S. C. (2022) · Learned Publishing · doi:10.1002/leap.1480 · Cited by 22
“This is due to many reasons, including the lack of classroom time, appropriate resources, and support to appropriately prepare teachers to use the primary literature (Moje, 2008; O’Brien et al., 1995; Pearson et al., 2010).”
BackgroundFrom Resistance to Advocacy for Math Literacy: One Teacher's Literacy Identity Transformation
Spitler, E. J. (2011) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.00037 · Cited by 22
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
Dostal, H. M., & Wolbers, K. A. (2016) · Deafness & Education International · doi:10.1080/14643154.2016.1230415 · Cited by 23
“It is possible that writing instruction in each of the academic disciplines, when focused on purpose and audience, might support the development of discipline-specific language and literacy knowledge and disciplinary literacy in general (Moje, 2008).”
BackgroundDyches, J. (2018) · The High School journal/The High school journal · doi:10.1353/hsj.2018.0013 · Cited by 22
“This disciplinary apprenticeship aims to equip students with the literacy tools necessary to think like a mathematician/author/historian/scientist (Moje, 2008, 2015; Wineburg, Martin, & Monte-Sano, 2011).”
BackgroundKruse, J., Voss, S., Easter, J., Kent-Schneider, I. J., Menke, L., Owens, D., Roberts, K., & Woodward, L. (2024) · Journal of Research in Science Teaching · doi:10.1002/tea.21972 · Cited by 28
Hüttner, J., Llinares, A., & Nikula, T. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1540211 · Cited by 25
Using Embedded Visual Coding to Support Contextualization of Historical Texts
Baron, C. (2016) · American Educational Research Journal · doi:10.3102/0002831216637347 · Cited by 21
“…to expand the notion of what constitutes ‘‘text’’ and ‘‘integrate and evaluate content presented in diverse formats and media’’ (NGA & CCSSO, 2010, p. 60; Moje, 2008), it is critical that we develop a deeper understanding of the particular ways in which historical imagery both supports and…”
BackgroundFriedland, E. S., McMillen, S., & Hill, P. D. P. (2011) · Journal of Adolescent & Adult Literacy · doi:10.1598/jaal.55.1.6 · Cited by 21
Learning to Write in Middle School?
Lawrence, J. F., Galloway, E. P., Yim, S., & Lin, A. (2013) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.219 · Cited by 19
“Writing is both a support for content learning (writing to learn) and a method for assessing students’ content knowledge (writing to demonstrate learning); however, it also represents a primary medium through which students as members of a disciplinary classroom share perspectives, make reasoned arguments, and engage…”
BackgroundMethodCervetti, G. N., DiPardo, A., & Staley, S. (2014) · The Elementary School Journal · doi:10.1086/675638 · Cited by 25
“Many educators have come to recognize that participation in historically and culturally constituted discourse practices is essential to content-area learning (Gee, 2004; Moje, 2008; Rosebery & Puttick, 1998).”
BackgroundFuentes, S. Q., & Ma, J.-J. (2017) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-017-9366-2 · Cited by 1
Porter, H. D. (2017) · Journal of College Reading and Learning · doi:10.1080/10790195.2017.1362970 · Cited by 21
“Permeating much of the conversation about adolescent literacy development is the idea of how students come to enact literacy practices for learning across domains (Holschuh, 2014; Hynd-Shanahan, 2013; Moje, 2008; Shanahan & Shanahan, 2008, 2012).”
BackgroundTeacher Inquiry Develops Elementary Teachers’ Disciplinary Literacy
Lemley, S. M., Hart, S. M., & KING, J. R. (2018) · Literacy Research and Instruction · doi:10.1080/19388071.2018.1520371 · Cited by 23
“…has identified, developing a disciplinary literacy pedagogy requires complex meta-knowledge about the content, discourses, and practices of a discipline, as well as pedagogical practices to scaffold students’ development of these approaches (Hart & Bennett, 2013; Moje, 2008; Zygouris-Coe, 2012).”
BackgroundInfluentialLectura académica en la formación universitaria: tendencias en investigación
Mosquera, E. M. (2018) · Lenguaje · doi:10.25100/lenguaje.v47i1.7180 · Cited by 22
Analyzing the Language of an Adapted Primary Literature Article
Ariely, M., Livnat, Z., & Yarden, A. (2019) · Science & Education · doi:10.1007/s11191-019-00033-5 · Cited by 24
Kohnen, A. M., & Mertens, G. E. (2019) · Reading Research Quarterly · doi:10.1002/rrq.245 · Cited by 24
Emergent Bilinguals in the Social Studies
Salinas, C., Rodríguez, N. N., & Blevins, B. E. (2017) · doi:10.1002/9781118768747.ch19 · Cited by 21
Lost in the EMI Trend: Language-Related Issues Emerging From EMI Practice
Si, J. (2023) · SAGE Open · doi:10.1177/21582440231181494 · Cited by 21
“This probably attributes to the teacher-fronted lecturing (Ting, 2022), which allows for imparting vast amounts of information in a short period of time (Moje, 2008).”
BackgroundGreenleaf, C. L., Litman, C., Hanson, T., Rosen, R., Boscardin, C., Herman, J. L., Schneider, S., Madden, S., & Jones, B. (1998) · Review & Expositor · doi:10.1177/003463739809500319 · Cited by 19
Sciences of learning and development: Some thoughts from the learning sciences
Pellegrino, J. W. (2018) · Applied Developmental Science · doi:10.1080/10888691.2017.1421427 · Cited by 23
“Moje (2008) argues that students’ understanding of how knowledge is pro-”
BackgroundInfluentialColeman, J. M., McTigue, E. M., & Dantzler, J. (2018) · The Elementary School Journal · doi:10.1086/698819 · Cited by 21
“In other words, students need to know how scientists use discipline-speci fi c literacy strategies to read and to produce discipline-speci fi c texts, including visuals (Moje, 2008 ).”
BackgroundExploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy
Masuda, A. M. (2014) · Literacy Research and Instruction · doi:10.1080/19388071.2014.927940 · Cited by 19
“Shanahan and Shanahan (2008) and Moje (2008) argue it requires a collaborative undertaking between disciplinary experts, literacy experts, middle and high school teachers, teacher educators, and school-aged students.”
BackgroundInfluentialFisher, R. (2018) · Reading Research Quarterly · doi:10.1002/rrq.233 · Cited by 23
Digitally Supported Disciplinary Literacy in Elementary Instruction
Colwell, J., Hutchison, A. C., & Woodward, L. (2021) · The Reading Teacher · doi:10.1002/trtr.2070 · Cited by 19
Making the invisible visible: disciplinary literacy in secondary school classrooms
Mahon, B. M. (2014) · Irish Educational Studies · doi:10.1080/03323315.2013.867243 · Cited by 19
“According to Moje (2008, 98), explanations for this can be found in the ‘knowledge, beliefs, or cultural values among teachers and students’ and in the structures of secondary schools themselves.”
BackgroundAssessing Literary Reasoning: Text and Task Complexities
Lee, C. D., & Goldman, S. R. (2015) · Theory Into Practice · doi:10.1080/00405841.2015.1044369 · Cited by 19
Examining Preservice Teachers’ Beliefs about Disciplinary Literacy in History through a Blog Project
Colwell, J. (2016) · Action in Teacher Education · doi:10.1080/01626620.2015.1118414 · Cited by 19
“© 2016 Association of Teacher Educators Moje (2008) suggested preservice teacher (PST) education, where future teachers are learning instructional methods, may be a promising place to begin research in disciplinary literacy as PSTs are continuing to shape their beliefs about instruction.”
BackgroundMethodInfluentialAdolescent Literacy Instruction and the Discourse of “Every Teacher a Teacher of Reading”
Alvermann, D. E., & Moje, E. B. (2013) · International Reading Association eBooks · doi:10.1598/0710.39 · Cited by 19
Self-citationScaling up professional learning: technical expectations and adaptive challenges
Dobbs, C. L., Ippolito, J., & Charner‐Laird, M. (2016) · Professional Development in Education · doi:10.1080/19415257.2016.1238834 · Cited by 19
“…is a relatively new way of conceptualizing the roles of teachers in helping students adopt discipline-specific ways of reading, writing and communicating (e.g. reading like a historian for bias, reading like a scientist for part-to-whole relationships) (Moje 2008, Shanahan and Shanahan 2008).”
BackgroundBrevik, L. M. (2015) · NORA - Norwegian Open Research Archives · Cited by 19
Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement
Stewart, M. A., Hansen‐Thomas, H., Flint, P., & Núñez, M. (2021) · Reading Research Quarterly · doi:10.1002/rrq.381 · Cited by 21
Historical Argumentation: Watching Historians and Teaching Youth
Nokes, J. D., & Paz, S. D. L. (2023) · Written Communication · doi:10.1177/07410883221148679 · Cited by 24
“Considered more deeply, important differences exist in argumentation across disciplines (Alexander et al., 2011; Moje, 2008; Shanahan & Shanahan, 2008), particularly in the nature of claims, what counts as evidence, and how evidence is vetted and employed to substantiate claims.”
BackgroundScience-Literacy integration: Content-area Literacy or disciplinary Literacy?
Cervetti, G. N. (2021) · Language Arts · doi:10.58680/la202131333 · Cited by 18
Nichols, K., Hanan, J., & Ranasinghe, M. S. (2011) · Research in Science Education · doi:10.1007/s11165-011-9263-0 · Cited by 18
“Moje (2008) contends that learning of a particular disciplinary literacy is part of learning science and that involves the weaving together of the literacies of a science subject.”
BackgroundBonilla, G. L. (2013) · Revista Mexicana de Investigación Educativa · Cited by 18
Unstad, L., & Fjørtoft, H. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101431 · Cited by 23
Aguirre‐Muñoz, Z., & Pando, M. (2021) · Bilingual Research Journal · doi:10.1080/15235882.2021.1970654 · Cited by 22
“Disciplinary literacy and knowledge construction Since Shulman’s early work, much has been learned about the nature of disciplinary literacy (Moje, 2008, 2015; Moschkovich, 2015; Rainey et al., 2018) and its role in learning and acquiring the knowledge of the discipline (Resnick, Asterhan, &…”
BackgroundComplexity in Student Writing: The Relationship Between the Task and Vocabulary Uptake
Wolsey, T. D. (2010) · Literacy Research and Instruction · doi:10.1080/19388070902947360 · Cited by 18
“When disciplinary literacy ( Moje, 2008 ) and content-knowledge are added to the task of writing (eg, writing about mathematics, science, or social studies topics), the notion of cognitive flexibility demands the attention of teachers and curriculum planners who must structure tasks that promote complexity as students…”
BackgroundDisciplinary Literacy Through the Lens of the Next Generation Science Standards
Houseal, A. K., Gillis, V., Helmsing, M., et al. (2016) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.497 · Cited by 18
Inservice teachers’ perception of a language-based approach to Content Area Reading
Fang, Z., Sun, Y., Chiu, C.-C., et al. (2014) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651932 · Cited by 18
“A prominent theme in this discussion is that reading instruction in content areas should move away from the traditional emphasis on applying generic strategies and skills to a focus on building ‘an understanding of how knowledge is produced in the disciplines’ (Moje, 2008, p. 97).”
BackgroundFirst World War Poetry and Historical Literacy
Skjærstad, T., & Munden, J. (2022) · Palgrave studies in education and the environment · doi:10.1007/978-3-030-95576-2_8 · Cited by 17
Kareem, J. M. (2020) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2020.0360.2.16 · Cited by 17
Thomas, J. D., & Drew, S. V. (2021) · Journal of Science Teacher Education · doi:10.1080/1046560x.2021.1898763 · Cited by 22
Student-Generated Questions in Literacy Education and Assessment
Maplethorpe, L., Kim, H., Hunte, M. R., Vincett, M., & Jang, E. E. (2022) · Journal of Literacy Research · doi:10.1177/1086296x221076436 · Cited by 23
“A typology of SGQs can be further enriched by inquiry-driven disciplinary literacy approaches that encourage students to think and talk like literary critics, scientists, historians, or mathematicians (Learned, 2018; Moje, 2008; Spires et al., 2016).”
BackgroundInfluentialPaz, S. D. L., & Wissinger, D. R. (2014) · The Journal of Experimental Education · doi:10.1080/00220973.2013.876228 · Cited by 17
“Educational reformers promote domain-specific reasoning tasks for adolescent learners, by prioritizing connections between literacy and content learning within subjects (Moje, 2008; Young & Leinhardt, 1998).”
BackgroundCollin, R., & Reich, G. A. (2015) · Journal of Curriculum Studies · doi:10.1080/00220272.2015.1020878 · Cited by 17
“…emphasizes what is unique about reading like an historian by contrasting ‘expert’ and ‘everyday’ ways of discussing history (for descriptions of similar approaches to disciplinary literacy instruction, see Fang & Schleppegrell, 2010; Lee & Spratley, 2006; Moje, 2008; Shanahan & Shanahan, 2012).”
BackgroundInfluentialChandler‐Olcott, K., Doerr, H. M., Hinchman, K. A., et al. (2015) · Journal of Literacy Research · doi:10.1177/1086296x16632040 · Cited by 17
“She also argued that attending to this Chandler-Olcott et al. 443 omission could build “an understanding of how knowledge is produced in the disciplines,” making disciplinary literacies more explicit, teachable, and accessible to diverse learners (Moje, 2008, p. 97).”
BackgroundPositioning identity in computer-mediated discourse among ESOL learners
Fong, C. J., Lin, S., & Engle, R. A. (2016) · Language learning & technology · doi:10.64152/10125/44486 · Cited by 17
“Learning requires enacting particular identities, and at least at some level, involves making (or remaking) selves and relationships (Moje, 2008).”
Students’ reading achievement during the transition from primary to secondary school
Hopwood, B., Hay, I., & Dyment, J. E. (2017) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651983 · Cited by 17
Students With Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research
Ciullo, S. P., Collins, A. A., Wissinger, D. R., McKenna, J. W., Lo, Y.-L., & Osman, D. J. (2020) · Exceptional Children · doi:10.1177/0014402919893932 · Cited by 22
“…Best Practices & Council of Chief State School Officers, 2010; College, Career, and Civic Life [C3] Framework; National Council for the Social Studies [NCSS], 2013) as well as the integration of advanced literacy instruction within subject matter classrooms (Moje, 2008; Shanahan & Shanahan, 2008).”
BackgroundTeaching English language arts methods in the United States: a review of the research
Pasternak, D. L., Caughlan, S., Hallman, H. L., et al. (2014) · Review of Education · doi:10.1002/rev3.3031 · Cited by 17
Kern, D., Bean, R. M., Dagen, A. S., DeVries, B. A., Dodge, A. M., Goatley, V. J., Ippolito, J., Perkins, J. H., & Walker‐Dalhouse, D. (2018) · Literacy Research and Instruction · doi:10.1080/19388071.2018.1453899 · Cited by 17
“Disciplinary literacy Candidates understand the importance of embedding literacy instruction in the disciplines and the theory supporting this practice (Dobbs, Ippolito, & Charner-Laird, 2016; Moje, 2008; Shanahan & Shanahan, 2012).”
BackgroundRethinking reading instruction for adolescent readers: The 6R’s
Rennie, J. (2016) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651905 · Cited by 16
Silvestri, K. N., Jordan, M. E., Paugh, P., McVee, M. B., & Schallert, D. L. (2021) · Journal of Pre-College Engineering Education Research (J-PEER) · doi:10.7771/2157-9288.1250 · Cited by 15
“In K-12 education, at both the elementary level (Brock et al., 2014) and secondary level (Moje, 2008), scholars and teachers using a disciplinary literacies framework have sought to understand the types of literacy practices specific to particular domains in K-12 education, such as English language…”
Rhetorical Reading as a Gateway to Disciplinary Literacy
Warren, J. E. (2013) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.151 · Cited by 16
What's on the “LO” Menu? Supporting Academic Language Objective Development
Lindahl, K., & Watkins, N. M. (2014) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2014.918531 · Cited by 16
“Disciplinary literacy instruction emphasizes the uniqueness of each discipline, focusing on teaching students how to read, write, and think according to the specialized knowledge, discourses, and routines of each respective discipline (Draper et al. 2010; Moje 2008; Shanahan and Shanahan 2008).”
Background“It’s a Different Kind of Reading”
Doerr, H. M., & Temple, C. (2016) · Journal of Literacy Research · doi:10.1177/1086296x16637180 · Cited by 16
“in the subject areas, and the strategies for developing what began to be called disciplinary literacy (Moje, 2008).”
BackgroundDisciplinary literacy and multimodal text design in physical education
Chandler‐Olcott, K. (2017) · Literacy · doi:10.1111/lit.12125 · Cited by 16
What Does Reflection Look and Feel Like for International Students?
Barton, G. M., & Ryan, M. E. (2020) · Journal of International Students · doi:10.32674/jis.v10is2.2848 · Cited by 16
Reading in the Crawl Space: A Study of an Urban School's Literacy-Focused Community of Practice
Francois, C. (2013) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811311500504 · Cited by 18
“Rather, we need to acknowledge and prepare students for the different discourses that these content areas establish (Moje, 2008; Shanahan & Shanahan, 2008).”
BackgroundSecondary Preservice Teachers’ Development of Teaching Scientific Writing
Pytash, K. E. (2013) · Journal of Science Teacher Education · doi:10.1007/s10972-013-9338-z · Cited by 15
“Both courses focused on disciplinary literacy instructional methods, meaning the assignments were tailored to be discipline-specific (Fang and Schleppegrell 2010; Moje 2008; Olson and Truxaw 2009; Shanahan and Shanahan 2008).”
BackgroundPast and Future Directions in Content Area Literacies
Bean, T., & O’Brien, D. (2012) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.00138 · Cited by 15
Metadata
- Authors
- Moje, E. B.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Moje, Elizabeth Birr
- ORCID
- Moje, Elizabeth Birr
- Venue
- Journal of Adolescent & Adult Literacy
- Publisher
- Wiley
- Published
- 2008-10
- Volume
- 52
- Issue
- 2
- Pages
- 96-107
- ISSN
- 1081-3004 (ISSN-L)
- 1936-2706
- OpenAlex
- W1985846190
- Cited by
- 785
- References
- 58
- Citations by year
- 2026: 32 · 2025: 24 · 2024: 33 · 2023: 35 · 2022: 55 · 2021: 47 · 2020: 55 · 2019: 56 · 2018: 50 · 2017: 56 · 2016: 63 · 2015: 67 · 2014: 55 · 2013: 49 · 2012: 48
- FWCI
- 490.69
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Journal of Adolescent & Adult Literacy (publishedVersion)
- Deep Blue (University of Michigan) (submittedVersion)
- Topics
- Social Sciences › Education › Literacy, Media, and Education
- Social Sciences › Education › Linguistics and Education Research
- Social Sciences › Education › Literacy and Educational Practices
- Keywords
- disciplinary literacy, critical literacy, new literacies, democratic participation, new media in education, critical pedagogy, critical reading instruction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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