NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090238
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1938-8071
A Case Study of University Honors Students in Humanities through a Disciplinary Literacy Lens
Cisco, Jonathan
Literacy Research and Instruction, v55 n1 p1-23 2016
Students face challenging texts in higher education, whether they are discipline-specific journal articles or great works of literature. Building on research in content area reading and disciplinary literacy, this case study explores the various stances undergraduate honors students take when coping with challenging texts while enrolled in a Midwestern university's humanities course. Through an analysis of student interviews, writing, and observations, honors students demonstrated the use of one of three stances when reading challenging works: "Bottom Liners" sought the essential meaning of a text, typically through online sources; "Researchers" attempted to alleviate their difficulties by researching historical, social, and authorial contexts; and "Feelers" tried to emotionally connect with the texts' authors. Results clarify how students cope with challenging texts from multiple disciplines in a college classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A