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Published on: September 4, 2019
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Operationalizing and validating disciplinary literacy in secondary education.
Hiller A Spires1, Shea N Kerkhoff2, Abbey C K Graham1
11Department of Teacher Education and Learning Sciences, North Carolina State University, 1890 Main Campus Dr., Raleigh, NC 27606 USA.
Reading and Writing
|June 8, 2018
Summary
This study defines and validates disciplinary literacy, revealing it as a multidimensional construct with source, analytic, and expressive factors unique to English, science, history, and math disciplines.
Area of Science:
- Education
- Psychology
Background:
- Disciplinary literacy is gaining importance with the Common Core State Standards.
- Understanding how literacy functions uniquely within different academic disciplines is crucial.
Purpose of the Study:
- To define the construct of disciplinary literacy.
- To establish the validity of disciplinary literacy.
- To identify the core components of disciplinary literacy across four disciplines.
Main Methods:
- Defined disciplinary literacy in English language arts, science, history/social studies, and mathematics.
- Developed and administered scales to 857 professionals nationwide.
- Utilized Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).
Main Results:
- Disciplinary literacy is a multidimensional construct with three factors: source, analytic, and expressive literacy.
- These three factors were found to be significantly different across the four core disciplines.
- Evidence supports disciplinary literacy as a unique construct within each subject area.
Conclusions:
- The study provides the first definition, quantification, and validation of disciplinary literacy.
- Confirms that disciplinary literacy operates uniquely across English/language arts, science, history/social studies, and mathematics.
- Highlights the distinct nature of source, analytic, and expressive literacy within each discipline.
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