Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy.

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  • Additional Information
    • Subject Terms:
    • Abstract:
      This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories ofcore constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. [ABSTRACT FROM PUBLISHER]
    • Abstract:
      Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      0046-1520
    • Accession Number:
      10.1080/00461520.2016.1168741
    • Accession Number:
      116267491
  • Citations
    • ABNT:
      GOLDMAN, S. R. et al. Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist, [s. l.], v. 51, n. 2, p. 219–246, 2016. DOI 10.1080/00461520.2016.1168741. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=116267491. Acesso em: 17 jan. 2020.
    • AMA:
      Goldman SR, Britt MA, Brown W, et al. Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist. 2016;51(2):219-246. doi:10.1080/00461520.2016.1168741.
    • APA:
      Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., … Project READI. (2016). Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist, 51(2), 219–246. https://doi.org/10.1080/00461520.2016.1168741
    • Chicago/Turabian: Author-Date:
      Goldman, Susan R., M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan, and Project READI. 2016. “Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy.” Educational Psychologist 51 (2): 219–46. doi:10.1080/00461520.2016.1168741.
    • Harvard:
      Goldman, S. R. et al. (2016) ‘Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy’, Educational Psychologist, 51(2), pp. 219–246. doi: 10.1080/00461520.2016.1168741.
    • Harvard: Australian:
      Goldman, SR, Britt, MA, Brown, W, Cribb, G, George, M, Greenleaf, C, Lee, CD, Shanahan, C & Project READI 2016, ‘Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy’, Educational Psychologist, vol. 51, no. 2, pp. 219–246, viewed 17 January 2020, .
    • MLA:
      Goldman, Susan R., et al. “Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy.” Educational Psychologist, vol. 51, no. 2, Apr. 2016, pp. 219–246. EBSCOhost, doi:10.1080/00461520.2016.1168741.
    • Chicago/Turabian: Humanities:
      Goldman, Susan R., M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan, and Project READI. “Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy.” Educational Psychologist 51, no. 2 (April 2016): 219–46. doi:10.1080/00461520.2016.1168741.
    • Vancouver/ICMJE:
      Goldman SR, Britt MA, Brown W, Cribb G, George M, Greenleaf C, et al. Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist [Internet]. 2016 Apr [cited 2020 Jan 17];51(2):219–46. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=116267491