Foregrounding Collaboration in Disciplinary Literacy: Implications from "JAAL," 2008-2017

In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published "Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call...

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Bibliographic Details
Published inJournal of adolescent & adult literacy Vol. 63; no. 3; pp. 279 - 287
Main Authors Hinton, KaaVonia, Suh, Yonghee
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.11.2019
Subjects
Adolescents
Adult Literacy
Content Area Reading
Content Area Writing
Cooperation
Definitions
Intellectual Disciplines
Literacy
Periodicals
Role
Teacher Student Relationship
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Summary:In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published "Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change," and December 2017. Findings suggest that the definition of disciplinary literacy has expanded, collaboration is important for both teacher and student learning, and tension surfaces when collaboration happens. The authors propose that greater attention needs to be given to the role of collaboration as a space to engage and enhance disciplinary literacy practices.
ISSN:1081-3004
DOI:10.1002/jaal.986