Leveraging Collaborative Expertise: Social Studies Teachers' Perspectives of Disciplinary Literacy Instruction

Autor/inn/en	Lee, Yongjun; Lemanski, Laura M.; Van Deventer, Megan M.; O'Brien, David G.
Titel	Leveraging Collaborative Expertise: Social Studies Teachers' Perspectives of Disciplinary Literacy Instruction
Quelle	In: Literacy Research and Instruction, 60 (2021) 3, S.220-241 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yongjun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2020.1826069
Schlagwörter	Social Studies; Literacy; College School Cooperation; History Instruction; Meetings; Content Area Reading; Content Area Writing; Thinking Skills; Teacher Attitudes; Teacher Collaboration; Grounded Theory; Researchers; Diversity; Skill Development; Faculty Development; Advanced Placement Programs; High School Teachers; College Faculty; World Affairs; Units of Study; Multiple Literacies; Instructional Materials; Communities of Practice; Readability; Reading Material Selection; Teaching Methods; Learner Engagement; Learning Motivation + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Alphabetisierung; Schreib- und Lesefähigkeit; History lessons; Geschichtsunterricht; Meeting; Tagung; Sinnerfassendes Lesen; Schriftliche Übung; Denkfähigkeit; Lehrerverhalten; Lehrerkooperation; Researcher; Forscher; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Fakultät; Weltpolitik; Lerneinheit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Community; Lesbarkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation
Abstract	This study aims to augment the current understanding of how practicing teachers perceive and implement disciplinary literacy and in what ways they collaborate with researchers in a disciplinary literacy project. To do this, we collected and analyzed transcripts of the meetings from a disciplinary literacy project that was a university-school partnership between history teachers, literacy education researchers, and social studies education researchers. To analyze our data, we applied a constant comparative method and identified three salient themes: collaboration, text use, and instructional practice. Specifically, the teachers cited that the triangular structure of the collaborative expertise of teachers, literacy, and social studies education researchers was useful in constructing professional and instructional knowledge. In terms of text use, teachers expressed that the intentional selection and teaching of multiple and multimodal texts provided diverse perspectives and supported the various ways in which students read and learn. Finally, concerning instructional practice, the teachers revealed that disciplinary literacy and thinking skills should be intentionally taught and that methods for enhancing discipline-specific motivation should be considered. Based on these findings, key issues and implications are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01