Ahern-Dobson, J., & Comer, D. K. (2014). Multidisciplinarity and the tablet: A study of writing practices. The WAC Journal, 24, 63-82
Alozie, N.M., Moje, E. B., & Krajcik, J. S. (2010). An analysis of the supports and constraints for scientific discussion in high school project-based science. Science Education, 94(3), 395-427.
Beach, R. (2014, October 12). How affordances of digital tool use foster critical literacy. [Webinar]. In Global Conversations in Literacy Research Web Seminar Series
Carter, M. : Ways of knowing in the disciplines
Castek, J. & Beach, R., (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent and Adult Literacy, 56(7), 554-563.
Collin, R. (2014). A Bernsteinian analysis of content area literacy. Journal of Literacy Research, 46, 306-329.
Draper, R. J., Smith, L. K., Hall, K. M., & Siebert, D. (2005). What’s more important— literacy or content? Confronting the literacy-content dualism. Action in Teacher Education, 27(3), 12-21.
Draper, R. J. (2012). Issues in supporting disciplinary literacies with the Common Core State Standards. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds), Sixty-first yearbook of the Literacy Research Association (pp. 242-252). Oak Creek, WI: Literacy Research Association.
Draper, R. J. (2015). Using the Common Core standards to support disciplinary literacies. Voices from the Middle, 22(3), 58-62.
Fang, Z. (2012). Approaches to developing content area literacies: A synthesis and a critique. Journal of Adolescent and Adult Literacy, 56(2), 111-116.
Gee, J. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy. In W. Saul (Eds.), Crossing borders in literacy and science instruction: Perspectives on theory and practice. 13-32. Arlington, VA: National Science Teachers Association.
Gillen, J. (2014). Digital literacies. New York: Routledge.
Gunel, M., Hand, B., & Prain, V. (2007). Writing for learning in science: A secondary analysis of six studies. International Journal of Science and Mathematics Education, 5, 615-637.
Hunt, C. (2013). iPad Art: free book on iOS apps for art
Jetton, T. L., & Shanahan, C., (Eds.). (2012). Adolescent literacy in the academic disciplines: General principles and practical strategies. New York, NY: The Guilford Press.
Kelly, G. J. & Bazerman, C. (2003). How students argue scientific claims: A rhetorical-semantic analysis. Applied Linguistics, 24(1), 28-55.
Kelly, T. M. Teaching History in the Digital Age. Free online book
Keys, C. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, Vol. 37(7), 676-690.
Keys, C. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83(2), 115-130.
Lee, D. C., & Goldman, S. R. (2015). Assessing literary reasoning: Text and task complexities. Theory Into Practice. DOI 10.1080/00405841.2015.1044369
Manderino, M. (2013). Disciplinary literacy in new literacies environments: Expanding the intersections of literate practice for adolescents. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds), Sixty-first yearbook of the Literacy Research Association (pp. 119-133). Oak Creek, WI: Literacy Research Association.
Manderino, M. (2011). Social networking as discursive practice: Developing disciplinary literacy in history. Symposium paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Marcinek, A. Six Examples of iPad Integration in the 1-1 Classroom, Edutopia
McConachie, S. M., & Petrosky, A. R., (Eds.). (2010), Content matters. San Francisco, CA: Jossey-Bass.
McNeill, K. L., & Krajcik, J. S. (2011). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence, and reasoning framework for talk and writing. Upper Saddle River, NJ: Pearson
Miller, C, & Doering, A. (Eds.). (2014). The new landscape of mobile learning: redesigning education in an app-based world. New York: Routledge
Moje, E.B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96-107.
Moje, E., & Rainey, E. (2012). Building insider knowledge: Teaching students to read, write, and think within ELA and across the disciplines. NCTE.
Moje, E. B., Stockdill, D., Kim, K., & Kim, H. (2011). The role of text in disciplinary learning. In M. Kamil, P. D. Pearson, P. Mosenthal, P. Afflerbach, & E. B. Moje (Eds.), Handbook of Reading Research, (Vol. IV, pp. 453-486). Mahwah, NJ: Erlbaum/Taylor & Francis.
Monte-Sano, C. (2012). What makes a good history essay? Assessing historical aspects of argumentative writing. Social Education, 76(6), 294-298. Monte-Sano, C. (2012). Build skills by doing history. Phi Delta Kappan, 94(3), 62-65.
Monte-Sano, C. (2011). Beyond reading comprehension and summary; Learning to read and write in history by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41(2), 212-249.
Monte-Sano, C. (2010). Disciplinary literacy in history: An exploration of the historical nature of adolescents’ writing. Journal of the Learning Sciences, 19, 539-568.
Norris, S. & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
Online Universities: 18 Enlightening Studies on iPads on Education
Pearson, D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328, 459-463.
Pytash, K.E. (2013). Secondary preservice teachers development of teaching scientific writing. Journal of Science Teacher Education 24(5) 793-810.
Pytash, K.E. (2013). Teaching preservice teachers to take a disciplinary approach to teaching writing. Journal of Content Area Reading, 9(1), 105-122.
Ronan, A. (2015). Why Reading in the Content Areas is So Important. Edudemia.
Roturier, J. (2015). Localizing apps: A practical guide for translators and translation students. New York: Routledge
Scheuerell, S. K. (2015). Technology in the middle and secondary social studies classroom. New York: Routledge.
Schneider, D. (2014, August 26). Writing like historians [web log post]
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
Stock, P. L., Schillinger, T., Stock, A. (2014). Entering the conversation: Practicing literacy in the disciplines. Urbana, IL: National Council of Teachers of English.
Tkach, R. (2016). Tablet connectivity: Apps to support interdisciplinary learning
Wallace, D. J., &. Witus, A. E. (2013). Integrating iPad technology in earth science K–12: Outreach courses: field and classroom applications. Journal of Geoscience Education, 61(4), 385-395.
Ward, N. S., Finley, R. J., Keil, R. G. & Clay, T. G. (2013). Benefits and limitations of iPads in the high school science classroom and a Trophic Cascade lesson plan. Journal of Geoscience Education, 61(4), 378-384.
Wickens, C. M., Manderino, M., & Glover, E. A. (2015). Developing disciplinary literacy through classroom blogging. Voices from the Middle, 22(3), 24-32.
Wilhelm, J., & Lauer, M. (2015). Teaching literacy in the disciplines: More complicated than we think! Voices from the Middle, 22(3), 63-72.
Zydney, J. M., & Warner, Z. (2015). Mobile apps for science learning: Review of research. Computers & Education
Comments (0)
You don't have permission to comment on this page.