Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning

Disciplinary literacy is gaining momentum as an approach to adolescent literacy. Believing that a key aspect of disciplinary literacy is knowledge construction, the authors introduce a model for relating disciplinary literacy with project‐based inquiry. Rather than merely exploring topics during inq...

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2016-09, Vol.60 (2), p.151-161
Main Authors: Spires, Hiller A., Kerkhoff, Shea N., Graham, Abbey C.K.
Format: Article
Language:English
Subjects:
4-Adolescence
Active Learning
Adolescent Literature
Adolescents
Adult literacy
and materials
Content Area Reading
Content Area Writing
Content literacy
Content literacy, Content literacy, Instructional models
Critical readings
Educational innovation
Educational Practices
etc.
FEATURE ARTICLE
Inquiry
Instructional models
Learning
Literacy
Mathematics education
methods
Reading instruction
Specific subject areas (math
Specific subject areas (math, art, etc.)
Strategies
Strategies, methods, and materials
Student Projects
Student Writing Models
Teachers
Teaching Models
Water quality
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Description
Summary:Disciplinary literacy is gaining momentum as an approach to adolescent literacy. Believing that a key aspect of disciplinary literacy is knowledge construction, the authors introduce a model for relating disciplinary literacy with project‐based inquiry. Rather than merely exploring topics during inquiry, students use practices of a discipline to understand claims and evidences and to create new knowledge. The aim is that students will engage in authentic, intellectually challenging work so their products will have value within and outside of school. The model proposes to help teachers create an instructional path for deeper learning within the disciplines.
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.577