Where We Read From Matters: Disciplinary Literacy in a Ninth-Grade Social Studies Classroom

• Published in: Journal of adolescent & adult literacy Vol. 53; no. 4; pp. 325 - 335
• Main Authors: Damico, James, Baildon, Mark, Exter, Marisa, Guo, Shiau-Jing
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.12.2009; International Reading Association
• Subjects: adolescence; African American culture; African American studies; African Americans; Asia; Chinese culture; Commentary; Comparative Analysis; comprehension; content literacy; Context Effect; critlit; digital; domain; early adolescence; Educational Researchers; Evaluative Thinking; Foreign Countries; Grade 9; High school students; Historical text analysis; History instruction; Intellectual Disciplines; International Schools; language learners; Language use; learner; Literacy; Literature; Metacognition; metacognitive; methodology; new; Political Issues; prior; Prior Learning; qualitative; reading; Reading comprehension; Reading instruction; Reading Strategies; Reflexivity; Secondary education; Secondary school social studies; Secondary School Students; Social Studies; Spoken language; strategies; Student Attitudes; subject area; Taiwan; theoretical; topic; type; United States history; Web Based Instruction; Web Sites; Asia; Taiwan; New York; Indiana; United States > US

Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural...