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ERIC Number: EJ1100402
Record Type: Journal
Publication Date: 2016-Apr
Pages: 5
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0276-928X
Literacy Mash-Up: Discipline-Specific Practices Empower Content-Area Teachers
Dostal, Hannah; Gabriel, Rachael
Journal of Staff Development, v37 n2 p28-32 Apr 2016
The authors describe a process for building teachers' capacity to identify, develop, and engage in discipline-specific literacy instruction that supports both content and literacy aims. This process uses three questions to frame inquiry and guide discussions. Addressing these three questions can empower content-area teachers to incorporate literacy in ways that resonate with the content they teach while addressing the need for explicit instruction in reading and writing a wide range of text types for a wide range of purposes.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A