Engaging middle school students in disciplinary literacy through culturally relevant historical inquiry
- Authors
- Kucan, Linda; Rainey, Emily; Cho, Byeong-Young
- Issue Date
- Jul-2019
- Publisher
- International Reading Association, Inc.
- Keywords
- Comprehension; Content literacy; Digital; media literacies; 4-Adolescence
- Citation
- Journal of Adolescent and Adult Literacy, v.63, no.1, pp.15 - 27
- Indexed
- SSCI
SCOPUS
- Journal Title
- Journal of Adolescent and Adult Literacy
- Volume
- 63
- Number
- 1
- Start Page
- 15
- End Page
- 27
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/147417
- DOI
- 10.1002/jaal.940
- ISSN
- 1081-3004
- Abstract
- The authors share design principles from a middle school social studies unit that explored questions of local history and engaged students in extended work with complex texts. The unit involved constructing a problem space for students to explore multiple historical texts. Within that problem space, students had opportunities to develop focal literacy practices of history, consider cultural connections to the subject under study, and evaluate current local policy through a justice lens that was informed by their deepened understandings of historical events.
- Files in This Item
-
Go to Link
- Appears in
Collections - 서울 사범대학 > 서울 국어교육과 > 1. Journal Articles
![qrcode](https://api.qrserver.com/v1/create-qr-code/?size=55x55&data=https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/147417)
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.