Disciplinary Literacy: Successes and Challenges of Professional Development
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| Title: | Disciplinary Literacy: Successes and Challenges of Professional Development |
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| Language: | English |
| Authors: | Howell, Emily, Barlow, Wendy, Dyches, Jeanne |
| Source: | Journal of Language and Literacy Education. Spr 2021 17(1). |
| Availability: | Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Faculty Development, Intellectual Disciplines, National Standards, Literacy Education, Research Reports, Content Area Reading, Content Area Writing, Teaching Methods, Barriers, Futures (of Society), Measures (Individuals), Learning Strategies, Individualized Instruction, English Instruction |
| ISSN: | 1559-9035 |
| Abstract: | Literacy research has investigated disciplinary literacy for over a decade. The focus on disciplines as cultures of distinct literacy practice has been integrated into national standards and classroom implementation. Yet, research exploring the professional development in-service teachers receive specific to delivering disciplinary literacy instruction remains limited. This systematic literature review addresses this gap by analyzing 58 articles using the search terms "professional development," "disciplinary literacy," and "content area literacy." The researchers discuss four focused themes that have emerged in disciplinary literacy research in relation to professional development (PD): disciplinary literacy as strategy instruction, differentiation and disciplinary literacy, measures of disciplinary literacy, and a PD model. The authors conclude discussing theoretical codes demonstrating both successes and challenges for PD in disciplinary literacy with implications for future PD. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1300683 |
| Database: | ERIC |
| Abstract: | Literacy research has investigated disciplinary literacy for over a decade. The focus on disciplines as cultures of distinct literacy practice has been integrated into national standards and classroom implementation. Yet, research exploring the professional development in-service teachers receive specific to delivering disciplinary literacy instruction remains limited. This systematic literature review addresses this gap by analyzing 58 articles using the search terms "professional development," "disciplinary literacy," and "content area literacy." The researchers discuss four focused themes that have emerged in disciplinary literacy research in relation to professional development (PD): disciplinary literacy as strategy instruction, differentiation and disciplinary literacy, measures of disciplinary literacy, and a PD model. The authors conclude discussing theoretical codes demonstrating both successes and challenges for PD in disciplinary literacy with implications for future PD. |
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| ISSN: | 1559-9035 |
