What Is Disciplinary Literacy and Why Does It Matter?

By T. Shanahan, Cynthia Shanahan. 2012

540 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bdbada2b5462fbfebd13653b93a6bcacbb80fdf5

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Citations in the corpus

Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, methodology): “We believe that such a statement is necessary because, at times (including Fang, 2012, and Shanahan & Shanahan, 2012), disciplinary literacy has been represented as a replacement for the more broadly known general strategy instruction.”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Science texts are informationally dense and often written in an authoritative, impersonal style (Fang, 2008; Lee & Spratley, 2010; Shanahan & Shanahan, 2012).”
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies (2017, background): “Although some debate the most appropriate aim for secondary content area literacy instruction (Conley, 2012; Draper, 2008; Shanahan & Shanahan, 2012), with calls for writing to support knowledge acquisition (Heller, 2010), there appears to be growing consensus that as students progress through the…”
From “What is Reading?” to What is Literacy? (2016, background): “…read content-area texts), disciplinary literacy teaches students salient, field-specific features of texts, discourse patterns, and argument structures, and apprentices students into fields by highlighting how knowledge is constructed and applied within them (e.g., Shanahan & Shanahan, 2012, 2014).”
Development of a new reading comprehension assessment: Identifying comprehension differences among readers (2014, background): “This transition is often most evident in the upper elementary grades, when many readers begin to encounter difficulties with new comprehension requirements (Shanahan & Shanahan, 2008, 2012).”
Language Correlates of Disciplinary Literacy (2012, background): “It is rooted in the beliefs that the cognitive requirements of reading and learning from texts are essentially the same regardless of content areas and that the primary difference among school subjects is in their content (Shanahan & Shanahan, 2012).”
Content Area Reading and Disciplinary Literacy: A Case for The Radical Center (2013, background): “For Shanahan and Shanahan (2012), “disciplinary literacy emphasizes the unique tools that the experts in a discipline use to engage in the work of that discipline” (p. 8).”
Common Core State Standards, Writing, and Students with LD: Recommendations (2013, background): “This requires that teachers across the disciplines must teach the writing forms, traditions, tools, and standards speciﬁc to their subject (Shanahan & Shanahan, 2012).”
Argumentative writing: theory, assessment, and instruction (2019, background): “Furthermore, reading, writing, and content area learning have become inextricably interconnected throughout the curriculum (Shanahan & Shanahan, 2008; 2012).”
The effect of team-based learning on content knowledge: A meta-analysis (2019, background): “University instructors who use instructional practices in which students interact with and develop discipline-specific academic literacy do great service to their students (Shanahan and Shanahan, 2012).”