Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

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The Multidimensional Knowledge in Text Comprehension framework (2021, background): “…need to further investigate how disciplinary knowledge fits amongst these dimensions, not just in terms of discipline-specific content knowledge but also knowledge about the disciplines themselves (i.e., knowledge about appropriate epistemic frames and learning objectives; Goldman et al., 2016).”
From “What is Reading?” to What is Literacy? (2016, background): “J O U R N A L O F E D U C AT I O N • V O L U M E 1 9 6 • N U M B E R 3 • 2 0 1 6 8 structures of particular disciplines (Goldman et al., 2016).”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “The process of generating goals for a particular area requires further analysis of valuable disciplinary knowledge, norms, and practices (e.g., S. Goldman et al., 2016).”
Implications for educational practice of the science of learning and development (2019, background): “All subject areas have structures that reveal the ways their core ideas are connected with one another (Goldman et al., 2016), including a code of patterns and regularities that organize content fields (Schwab, 1978; Shulman, 1992).”
Reading Comprehension (2016, background): “For example, the project READI (Goldman et al., 2015) aims to develop instructional interventions that support adolescent learners’ reading for understanding in literary analysis, history, and science.”