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ERIC Number: EJ866366
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1081-3004
Where We Read from Matters: Disciplinary Literacy in a Ninth-Grade Social Studies Classroom
Damico, James; Baildon, Mark; Exter, Marisa; Guo, Shiau-Jing
Journal of Adolescent & Adult Literacy, v53 n4 p325-335 Dec 2009
Four classes of ninth-grade students in an international school in East Asia used a set of web-based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point to the potential benefits of educators being more explicit about the relationship between metacognitive reading strategies and the metadiscursive skills that are part of the social studies. A related implication for practice is the need to guide students in discussing, comparing, and contrasting the cultural and contextual knowledge they use to make sense of different texts. (Contains 3 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Asia; Taiwan