ERIC Number: EJ1179615
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Doing History: A Study of Disciplinary Literacy and Readers Labeled as Struggling
Learned, Julie E.
Journal of Literacy Research, v50 n2 p190-216 Jun 2018
Scholars contend that disciplinary literacy is a productive route for all secondary learners, including those identified as struggling readers, to build knowledge. Relatedly, scholars point to disciplinary literacy as a socially just alternative to decontextualized skill instruction and deficit positioning. Yet, little research has examined how instructional contexts facilitate these youths' participation in disciplinary literacy practices. I present the case of one ninth-grade history classroom. Participants were three students and one teacher. Data sources included 48 hr of observations, 11 semistructured interviews, ongoing ethnographic open-ended interviews, and classroom artifacts. By closely examining the enactment of one lesson and situating the analysis in the class's yearlong academic and social trajectories, I show how disciplinary literacy provided avenues for youths to wrestle with and critique historical texts, compare perspectives across sociohistorical periods, see themselves in history, and disrupt deficit positioning in school. I discuss implications for secondary literacy and social studies education.
Descriptors: Semi Structured Interviews, Ethnography, Intellectual Disciplines, Content Area Reading, Social Studies, Grade 9, History Instruction, Reading Difficulties, Secondary School Teachers, Lesson Plans, Criticism, Comparative Analysis, History, Social Justice, Teacher Attitudes, Student Attitudes, High School Students, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
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