Abstract
With the advent of the new standards movement, embodied in a wide range of policy documents, researchers, teachers, and policy makers alike are attending more closely to the discursive practices of the subject-matter areas and related disciplines. At the same time, many scholars have documented the funds of knowledge, discourse, and identities available to youth outside school. What has not shifted much, however, is our understanding of the relationship among those out-of-school discourses, in-school discourses, and learning. In this review, I present research on the relationships among the many different discourses young people navigate every day. Specifically, I examine research that demonstrates that both everyday and disciplinary discourses are socially and cultural produced and mediated. I also analyze studies of what teachers and other adults can do to support and expand youths’ navigating skills, together with the relationship between the ability to navigate multiple discursive communities and youths’ academic and socioemotional development.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Athanases, S. Z., & de Oliveria, L. C. (2014). Scaffolding versus routine support for Latina/o youth in an urban school: Tensions building toward disciplinary literacy. Journal of Literacy Research, 46, 263–299.
Bain, R. B. (2000). Into the breach: Using research and theory to shape history instruction. In P. Seixas, P. Stearns, & S. Wineburg (Eds.), Teaching, learning and knowing history: National and international perspectives. New York: New York University Press.
Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of the Learning Sciences, 19, 187–229.
Bellocchi, A., & Ritchie, S. M. (2011). Investigating and theorizing discourse during analogy writing in chemistry. Journal of Research In Science Teaching, 48, 771–792. doi:10.1002/tea.20428.
Bricker, L. A., & Bell, P. (2011). Argumentation and reasoning in life and in school: Implications for the design of school science learning environments. In M. S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice, and research. New York: Springer.
Brown, B. A. (2006). It isn’t no slang that can be said about this stuff: Language, identity, and appropriating science discourse. Journal of Research In Science Teaching, 43, 96–126.
Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89, 779–802.
Cazden, C. B. (2001). Classroom discourse: Language of teaching and learning. Portsmouth: Heinemann Books.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in dscourses (2nd ed.). London: Falmer Press.
Goldman, S. R., & Snow, C. (in press). Adolescent literacy: Development and instruction. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading. Cambridge: Oxford University Press.
Group, N. L. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
Gumperz, J. J. (1977). Conversational inference and classroom learning. In J. Green & C. Wallat (Eds.), Ethnography and language in school settings. Norwood: Ablex Publishing.
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
Hicks, D. (1995/1996). Discourse, learning, and teaching. In M. W. Apple (Ed.), Review of research in education. Washington, DC: American Educational Research Association.
Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science class- rooms. Harvard Educational Review, 73, 73–93.
Hull, G. A., & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and “proper distance”: Striving to understand in a global world. Curriculum Inquiry, 44, 15–44.
Ives, D. (2011). Spotting foolbirds: Literacies hiding in plain sight in an urban English language arts classroom. Journal of Literacy Research, 43, 250–274.
Kelly, G. J. (2007). Discourse in science classrooms. In Handbook of research on science education, 443–469. Mahwah: Lawrence Erlbaum Associates.
King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38, 365–384.
Kirkland, D. E., & Jackson, A. (2009). “We real cool”: Toward a theory of black masculine literacies. Reading Research Quarterly, 44, 278–297.
Lam, W. S. E., & Rosario-Ramos, E. (2009). Multilingual literacies in transnational digitally mediated contexts: An exploratory study of immigrant teens in the United States. Language and Education, 23, 171–190.
Leander, K. M., & Lovvorn, J. F. (2006). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition & Instruction, 24, 291–340.
Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York: Teachers College Press.
Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(3), 12–21.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood: Ablex Publishing.
Moje, E. B., & Speyer, J. (2014). Reading challenging texts in high school: How teachers can scaffold and build close reading for real purposes in the subject areas. In K. Hinchman & H. Thomas (Eds.), Best practices in adolescent literacy instruction (2nd ed., pp. 207–231). New York: Guilford Press.
Moje, E. B., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78, 107–154.
Moll, L. C. (1992). Bilingual classroom studies and community analysis. Educational Researcher, 21, 20–24.
Phillips, S. U. (1972). Participant structure and communicative competence: Warm springs children in community and classroom. In C. Cazden, D. Hymes, & W. J. John (Eds.), Functions of language in the classroom. New York: Teachers College Press.
Rainey, E. (2015). What does it mean to read literary works? The literacy practices, epistemologies, and instructional approaches of literary scholars and high school english language arts teachers. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
Stockdill, D. B. (2011). Disjuncture, design, and disruption: Bridging the gap between students’ everyday and academic knowledge through historical inquiry. PhD Doctoral dissertation, Education, University of Michigan.
Street, B. V. (1984). Literacy in theory and practice. Cambridge, England: Cambridge University Press.
Tang, K. S. (2011). Hybridizing cultural understandings of the natural world to foster critical science literacy. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
Wiley, J., Steffens, B., Britt, M. A., & Griffin, T. D. (2014). Writing to learn from multiple-source inquiry activities in history. In P. Klein, P. Boscolo, C. Gelati, & L. Kilpatrick (Eds.), Studies in writing, writing as a learning activity (pp. 120–148). England: Emerald Group Publishing Limited.
Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.
Winn, M. T. (2011). Girl time: Literacy, justice, and the school-to-prison pipeline. Teaching for Social Justice. New York: Teachers College Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this entry
Cite this entry
Moje, E.B. (2017). Theory and Research on Literacy as a Tool for Navigating Everyday and School Discourses. In: Wortham, S., Kim, D., May, S. (eds) Discourse and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02243-7_25
Download citation
DOI: https://doi.org/10.1007/978-3-319-02243-7_25
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02242-0
Online ISBN: 978-3-319-02243-7
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education