Values of Literacy History

The authors assert that history is a marginalized research genre among literacy professionals, consigned to the fringes of inquiry. They share a conversation about why this is so, and why it should not be.

Saved in:
Bibliographic Details
Published inReading research quarterly Vol. 32; no. 1; pp. 90 - 102
Main Authors Moore, David W., Monaghan, E. Jennifer, Hartman, Douglas K.
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Publishing Ltd 01.01.1997
International Reading Association
Subjects
Classrooms
Curriculum subjects: programmes and methods
Education
Educational History
Educational sciences
Educational Trends
Elementary Secondary Education
Eye movements
Higher Education
Historical analysis
Historical Background
History
Literacy
Literacy Education
methodology
profdev
Reading instruction
Reading Materials
Reading, writing
Teacher Educators
Teachers
Teaching methods
topic
type
New York
United States > US
Arizona
Educational history
Educational Research
Teaching method
Reading
Literacy
Cognitive psychology
Online AccessGet full text

Cover

More Information
Summary:The authors assert that history is a marginalized research genre among literacy professionals, consigned to the fringes of inquiry. They share a conversation about why this is so, and why it should not be.
Bibliography:ark:/67375/WNG-VMZGJ71R-V
istex:7CC328B8CCC0FD0C4436E26554E080134F6F2F91
ArticleID:RRQ30
ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ObjectType-Article-1
ObjectType-Feature-2
ISSN:0034-0553
1936-2722
DOI:10.1598/RRQ.32.1.6