View Item 

Show simple item record

Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change

dc.contributor.authorMoje, Elizabeth Birren_US
dc.date.accessioned2011-12-05T18:32:30Z
dc.date.available2011-12-05T18:32:30Z
dc.date.issued2008-10en_US
dc.identifier.citationMoje, Elizabeth Birr (2008). "Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change." Journal of Adolescent & Adult Literacy 52(2). <http://hdl.handle.net/2027.42/88028>en_US
dc.identifier.issn1081-3004en_US
dc.identifier.issn1936-2706en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/88028
dc.publisherBlackwell Publishing Ltden_US
dc.publisherWiley Periodicals, Inc.en_US
dc.subject.otherTopicen_US
dc.subject.otherContent Literacyen_US
dc.subject.otherAnalysisen_US
dc.subject.otherDomainen_US
dc.subject.otherDigitalen_US
dc.subject.otherNewen_US
dc.subject.otherMotivationen_US
dc.subject.otherExpectationsen_US
dc.subject.otherInteresten_US
dc.subject.otherSelfen_US
dc.subject.otherLearneren_US
dc.subject.otherAdolescenceen_US
dc.subject.otherTypeen_US
dc.subject.otherArticleen_US
dc.titleForegrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Changeen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumTeaches at the University of Michigan in Ann Arbor, USAen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/88028/1/JAAL.52.2.1.pdf
dc.identifier.doi10.1598/JAAL.52.2.1en_US
dc.identifier.sourceJournal of Adolescent & Adult Literacyen_US
dc.identifier.citedreferenceAlexander, P.A., & Judy, J.E. ( 1988 ). The interaction of domain‐specific and strategic knowledge in academic performance. Review of Educational Research, 58 ( 4 ), 375 – 404.en_US
dc.identifier.citedreferenceAlvermann, D.E. ( 2001 ). Reading adolescents' reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44 ( 8 ), 676 – 690.en_US
dc.identifier.citedreferenceAlvermann, D.E., & Moore, D.W. ( 1991 ). Secondary school reading. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 951 – 983 ). White Plains, NY: Longman.en_US
dc.identifier.citedreferenceBain, R. ( 2000 ). Into the breach: Using research and theory to shape history instruction. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 331 – 353 ). New York: New York University Press.en_US
dc.identifier.citedreferenceBain, R. ( 2006 ). Rounding up unusual suspects: Facing the authority hidden in history textbooks and teachers. Teachers College Record, 108 ( 10 ), 2080 – 2114. doi:10.1111/j.14679620.2006.00775.x.en_US
dc.identifier.citedreferenceBass, H. ( 2008 ). A vignette of doing mathematics: A metacognitive tour of the production of some elementary mathematics. Unpublished manuscript. Ann Arbor: University of Michigan.en_US
dc.identifier.citedreferenceBean, T.W. ( 2000 ). Reading in the content areas: Social constructivist dimensions. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 629 – 644 ). Mahwah, NJ: Erlbaum.en_US
dc.identifier.citedreferenceBlack, R.W. ( 2005, April ). (Tech)tual interaction: The dialogic nature of English language learners' activities in a fanfiction‐based website. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Quebec, Canada.en_US
dc.identifier.citedreferenceConley, M.W. ( 2008 ). Cognitive strategy instruction for adolescents: What we know about the promise, what we don't know about the potential. Harvard Educational Review, 78 ( 1 ), 84 – 108.en_US
dc.identifier.citedreferenceCuban, L. ( 1986 ). Persistent instruction: Another look at constancy in the classroom. Phi Delta Kappan, 68 ( 1 ), 7 – 11.en_US
dc.identifier.citedreferenceDonahue, P., Daane, M., & Grigg, W. ( 2003 ). The nation's report card: Reading highlights 2003 (No. NCES 2004452). Washington DC: National Center for Education Statistics.en_US
dc.identifier.citedreferenceFinders, M.J. ( 1997 ). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.en_US
dc.identifier.citedreferenceFoucault, M. ( 1972 ). The archaeology of knowledge & the discourse on language ( A.M.S. Smith, Trans.). New York: Pantheon.en_US
dc.identifier.citedreferenceGee, J.P. ( 20002001 ). Identity as an analytic lens for research in education. In W.G. Secada (Ed.), Review of research in education (Vol. 25, pp. 99 – 126 ). Washington, DC: American Educational Research Association.en_US
dc.identifier.citedreferenceGee, J.P. ( 2001, December ). Reading in “new times”. Paper presented at the National Reading Conference, San Antonio, TX.en_US
dc.identifier.citedreferenceGee, J.P. ( 2007 ). What video games have to teach us about learning and literacy ( Rev. ed. ). New York: Palgrave Macmillan.en_US
dc.identifier.citedreferenceGustavson, L. ( 2007 ). Youth learning on their own terms: Creative practices and classroom teaching. New York: Routledge.en_US
dc.identifier.citedreferenceHalliday, M.A.K., & Martin, J.R. ( 1993 ). Writing science: Literacy and discursive power. London: Falmer.en_US
dc.identifier.citedreferenceHicks, D. ( 1995 ). Discourse, learning, and teaching. In M.W. Apple (Ed.), Review of research in education (Vol. 21, pp. 49 – 95 ). Washington, DC: American Educational Research Association.en_US
dc.identifier.citedreferenceHolt‐Reynolds, D. ( 1992 ). Personal history‐based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29 ( 2 ), 325 – 349.en_US
dc.identifier.citedreferenceHull, G., & Schultz, K., (Eds.). ( 2002 ). School's out! Bridging out‐of‐school literacies with classroom practice. New York: Teachers College Press.en_US
dc.identifier.citedreferenceIngalls, R.L. ( 2005 ). Taking a page from their books: Negotiating containment and resuscitating rhetoric in writing across academic and spoken‐word genres. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.en_US
dc.identifier.citedreferenceJenkins, H. ( 2006 ). Fans, bloggers, and gamers: Media consumers in a digital age. New York: New York University Press.en_US
dc.identifier.citedreferenceKnobel, M., & Lankshear, C. ( 2002 ). Cut, paste, and publish: The production and consumption of zines. In D.E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 164 – 185 ). New York: Peter Lang.en_US
dc.identifier.citedreferenceLeander, K.M., & Lovvorn, J.F. ( 2006 ). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition and Instruction, 24 ( 3 ), 291 – 340. doi:10.1207/s1532690xci2403_1.en_US
dc.identifier.citedreferenceLee, C.D. ( 2007 ). Culture, literacy, and learning: Blooming in the midst of the whirlwind. New York: Teachers College Press.en_US
dc.identifier.citedreferenceLee, C.D., & Spratley, A. ( 2006 ). Reading in the disciplines and the challenges of adolescent literacy. Report to the Carnegie Corporation of New York. New York: Carnegie Corporation.en_US
dc.identifier.citedreferenceLemke, J.L. ( 1990 ). Talking science: Language, learning, and values. Norwood, NJ: Ablex.en_US
dc.identifier.citedreferenceLuke, A. ( 2001 ). Foreword. In E.B. Moje & D.G. O'Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary schools (pp. ix – xii ). Mahwah, NJ: Erlbaum.en_US
dc.identifier.citedreferenceMoje, E.B. ( 1996 ). “I teach students, not subjects”: Teacher‐student relationships as contexts for secondary literacy. Reading Research Quarterly, 31 ( 2 ), 172 – 195. doi:10.1598/RRQ.31.2.4.en_US
dc.identifier.citedreferenceMoje, E.B. ( 1997 ). Exploring discourse, subjectivity, and knowledge in chemistry class. Journal of Classroom Interaction, 32 ( 2 ), 35 – 44.en_US
dc.identifier.citedreferenceMoje, E.B. ( 2000 ). To be part of the story: The literacy practices of gangsta adolescents. Teachers College Record, 102 ( 3 ), 651 – 690. doi:10.1111/0161‐4681.00071.en_US
dc.identifier.citedreferenceMoje, E.B. ( 2002 ). But where are the youth? Integrating youth culture into literacy theory. Educational Theory, 52 ( 1 ), 97 – 120. doi:10.1111/j.1741‐5446.2002.00097.x.en_US
dc.identifier.citedreferenceMoje, E.B. ( 2008, May ). Reading the adolescent reader: Profiles of reader identities, knowledge, strategy, and skill. Paper presented at the annual convention of the International Reading Association, Atlanta, GA.en_US
dc.identifier.citedreferenceMoje, 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.en_US
dc.identifier.citedreferenceMoje, E.B., Peek‐Brown, D., Sutherland, L.M., Marx, R.W., Blumenfeld, P., & Krajcik, J. ( 2004 ). Explaining explanations: Developing scientific literacy in middle‐school project‐based science reforms. In D. Strickland & D.E. Alvermann (Eds.), Bridging the gap: Improving literacy learning for preadolescent and adolescent learners in grades 4–12 (pp. 227 – 251 ). New York: Carnegie Corporation.en_US
dc.identifier.citedreferenceMoje, E.B., & Speyer, J. ( 2008 ). The reality of challenging texts in high school science and social studies: How teachers can mediate comprehension. In K. Hinchman & H. Sheridan‐Thomas (Eds.), Best practices in adolescent literacy instruction (pp. 185 – 211 ). New York: Guilford.en_US
dc.identifier.citedreferenceMoore, D.W. ( 1996 ). Contexts for literacy in secondary schools. In D.J. Leu, C.K. Kinzer, & K.A. Hinchman (Eds.), Literacies for the 21st century: Research and practice (45th yearbook of the National Reading Conference, pp 15–46). Chicago: National Reading Conference.en_US
dc.identifier.citedreferenceMoore, D.W., & Readence, J.E. ( 2001 ). Situating secondary school literacy research. In E.B. Moje & D.G. O'Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary schools (pp. 3 – 25 ). Mahwah, NJ: Earlbaum.en_US
dc.identifier.citedreferenceNew London Group. ( 1996, Spring ). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60 – 92.en_US
dc.identifier.citedreferenceO'Brien, D.G., Moje, E.B., & Stewart, R.A. ( 2001 ). Exploring the context of secondary literacy: Literacy in people's everyday school lives. In E.B. Moje & D.G. O'Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary classrooms (pp. 27 – 48 ). Mahwah, NJ: Erlbaum.en_US
dc.identifier.citedreferenceO'Brien, D.G., & Stewart, R.A. ( 1990 ). Preservice teachers' perspectives on why every teacher is not a teacher of reading: A qualitative analysis. Journal of Reading Behavior, 22 ( 2 ), 101 – 129.en_US
dc.identifier.citedreferenceO'Brien, D.G., Stewart, R.A., & Moje, E.B. ( 1995 ). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30 ( 3 ), 442 – 463. doi:10.2307/747625.en_US
dc.identifier.citedreferenceOrellana, M.F., Reynolds, J., Dorner, L., & Meza, M. ( 2003 ). In other words: Translating or “para‐phrasing” as a family literacy practice in immigrant households. Reading Research Quarterly, 38 ( 1 ), 12 – 34. doi:10.1598/RRQ.38.1.2.en_US
dc.identifier.citedreferencePhelps, S.F. ( 2005 ). Ten years of research on adolescent literacy, 1994–2004: A review (No. ED‐01‐CO‐0011). Naperville, IL: Learning Point Associates.en_US
dc.identifier.citedreferenceRatekin, N., Simpson, M., Alvermann, D.E., & Dishner, E.K. ( 1985 ). Why teachers resist content reading instruction. Journal of Reading, 28 ( 5 ), 432 – 437.en_US
dc.identifier.citedreferenceReadence, J.E., Bean, T.W., & Baldwin, S.R. ( 1989 ). Content area reading: An integrated approach ( 3rd ed. ). Dubuque, IA: Kendall/Hunt.en_US
dc.identifier.citedreferenceShanahan, T., & Shanahan, C. ( 2008 ). Teaching disciplinary literacy to adolescents: Rethinking content‐area literacy. Harvard Educational Review, 78 ( 1 ), 40 – 61.en_US
dc.identifier.citedreferenceSizer, T.R. ( 1984 ). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.en_US
dc.identifier.citedreferenceStevens, R., & Hall, R. ( 1998 ). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107 – 150 ). Cambridge, MA: Cambridge University Press.en_US
dc.identifier.citedreferenceStevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. (in press). Becoming an engineer: Toward a three‐dimensional view of engineering learning. Journal of Engineering Education.en_US
dc.identifier.citedreferenceTatum, A.W. ( 2008 ). Toward a more anatomically complete model of literacy instruction: A focus on African American male adolescents and texts. Harvard Educational Review, 78 ( 1 ), 155 – 182.en_US
dc.identifier.citedreferenceWilson, S.M., & Wineburg, S.S. ( 1988 ). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record, 89 ( 4 ), 525 – 539.en_US
dc.identifier.citedreferenceWineburg, S.S. ( 1991 ). On the reading of historical texts: Notes on the breach between school and the academy. American Educational Research Journal, 28 ( 3 ), 495 – 519.en_US
dc.identifier.citedreferenceWineburg, S.S. ( 2005 ). What does NCATE have to say to future history teachers? Not much. Phi Delta Kappan, 86 ( 9 ), 658 – 665.en_US
dc.identifier.citedreferenceWineburg, S.S., & Martin, D. ( 2004 ). Reading and rewriting history. Educational Leadership, 62 ( 1 ), 42 – 45.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
JAAL.52.2.1.pdf
Size:
153.6KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.