{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T16:21:29Z","timestamp":1785428489180,"version":"3.56.0"},"reference-count":56,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2011,11,9]],"date-time":"2011-11-09T00:00:00Z","timestamp":1320796800000},"content-version":"vor","delay-in-days":1134,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["ila.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J Adolescent &amp;amp; Adult Lit"],"published-print":{"date-parts":[[2008,10]]},"abstract":"<jats:p>In this commentary, the author argues for building <jats:italic>disciplinary literacy<\/jats:italic> instructional programs, rather than merely encouraging subject matter teachers to employ literacy teaching practices and strategies. Readers might wisely question a focus on disciplinary learning in a time when new media, literacies, and social networking practices are so powerful. The author's argument is that knowledge and skill in the subject matter of the disciplines is essential to young people becoming active participants in a democratic society.<\/jats:p><jats:p>Although literacy educators acknowledge the value and power of the knowledge, practices, and texts young people bring to school, it is also critical that we acknowledge the need to expand youth knowledge, practices, and texts. Disciplinary literacy instruction can help youths gain access to the accepted knowledge of the disciplines, thereby allowing them also to critique and change that knowledge. Beginning with disciplinary practices in efforts to integrate literacy instruction more fully throughout secondary schools may better position secondary school educators to draw from a range of new texts and practices available in the disciplines and in adolescents' everyday lives to generate critical learning opportunities.<\/jats:p><jats:p>[<jats:italic>Notes.<\/jats:italic> Elizabeth Moje expands on this commentary in a podcast available at <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/www.reading.org\/downloads\/podcasts\/II-Moje.mp3\">www.reading.orgdownloadspodcastsII\u2010Moje.mp3<\/jats:ext-link>. See also Rafael Heller's \u201cFriendly Critique\u201d of the commentary at <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/dx.doi.org\/10.1598\/JAAL.54.4.4\">http:dx.doi.org10.1598JAAL.54.4.4<\/jats:ext-link>, Moje's response to Heller at <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/dx.doi.org\/10.1598\/JAAL.54.4.5\">http:dx.doi.org10.1598JAAL.54.4.5<\/jats:ext-link>, and continuing discussion on Heller's blog at <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/literacyforamateurs.blogspot.com\/\">http:literacyforamateurs.blogspot.com<\/jats:ext-link>.]<\/jats:p><jats:p>\u0641\u064a \u0647\u0630\u0627 \u0627\u0644\u062a\u0639\u0644\u064a\u0642 \u0627\u0644\u0645\u0624\u0644\u0641\u0629 \u062a\u0639\u0637\u064a \u062d\u062c\u062c\u0627\u064b \u0644\u0628\u0646\u0627\u0621 \u0628\u0631\u0627\u0645\u062c \u062a\u0639\u0644\u064a\u0645\u064a\u0629 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\u0644\u0627\u062e\u062a\u064a\u0627\u0631 \u0627\u0644\u0646\u0635\u0648\u0635 \u0627\u0644\u062c\u062f\u064a\u062f\u0629 \u0627\u0644\u0645\u0645\u062a\u062f\u0629 \u0648\u0627\u0644\u0645\u0645\u0627\u0631\u0633\u0627\u062a \u0627\u0644\u0645\u062a\u0648\u0641\u0631\u0629 \u0641\u064a \u0627\u0644\u0645\u062c\u0627\u0644\u0627\u062a \u0648\u0641\u064a \u062d\u064a\u0627\u0629 \u0627\u0644\u0645\u0631\u0627\u0647\u0642\u064a\u0646 \u0627\u0644\u064a\u0648\u0645\u064a\u0629 \u0644\u062a\u0648\u0644\u064a\u062f \u0641\u0631\u0635 \u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u062e\u0637\u064a\u0631\u0629.<\/jats:p><jats:p>[Podcast: <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/www.reading.org\/downloads\/podcasts\/II-Moje.mp3\">www.reading.orgdownloadspodcastsII\u2010Moje.mp3<\/jats:ext-link>.]<\/jats:p><jats:p>\u5728\u6b64\u8bc4\u8bba\u4e2d\uff0c\u4f5c\u8005\u4e3b\u5f20\u5efa\u7acb\u5b66\u79d1\u8bfb\u5199\u80fd\u529b\u6559\u5b66\u8bfe\u7a0b\uff0c\u800c\u4e0d\u662f\u5355\u9760\u9f13\u52b1\u5b66\u79d1\u6559\u5e08\u91c7\u7528\u8bfb\u5199\u80fd\u529b\u6559\u5b66\u5b9e\u8df5\u4e0e\u7b56\u7565\u3002\u5728\u8fd9\u4e2a\u65b0\u5a92\u4f53\u3001\u591a\u5143\u8bfb\u5199\u80fd\u529b\u548c\u65b0\u793e\u4f1a\u7f51\u7edc\u6709\u5f3a\u5927\u5f71\u54cd\u529b\u7684\u65f6\u4ee3\u4e2d\uff0c\u8bfb\u8005\u4f1a\u660e\u667a\u5730\u8d28\u7591\u628a\u7126\u70b9\u653e\u5728\u5b66\u79d1\u5b66\u4e60\u4e0a\u7684\u610f\u4e49\u3002\u4f5c\u8005\u7684\u8bba\u70b9\u662f\uff0c\u5b66\u79d1\u4e2d\u7684\u77e5\u8bc6\u4e0e\u6280\u80fd\u90fd\u662f\u5e74\u9752\u4eba\u8981\u6210\u4e3a\u6c11\u4e3b\u793e\u4f1a\u7684\u79ef\u6781\u53c2\u4e0e\u8005\u6240\u5fc5\u987b\u7684\u3002\u867d\u7136\u6587\u5316\u6559\u80b2\u5de5\u4f5c\u8005\u80af\u5b9a\u4e86\u5e74\u9752\u4eba\u6240\u5e26\u8fdb\u5b66\u6821\u7684\u77e5\u8bc6\uff0c\u6587\u5316\u5b9e\u8df5\u4e0e\u8bfb\u5199\u7bc7\u7ae0\u7684\u4ef7\u503c\u4e0e\u529b\u91cf\uff0c\u4f46\u6211\u4eec\u4ea6\u4e9f\u9700\u80af\u5b9a\u6269\u5c55\u5e74\u9752\u4eba\u7684\u77e5\u8bc6\u3001\u6587\u5316\u5b9e\u8df5\u4e0e\u8bfb\u5199\u7bc7\u7ae0\u7684\u91cd\u8981\u6027\u3002\u5b66\u79d1\u8bfb\u5199\u80fd\u529b\u6559\u80b2\u53ef\u4ee5\u5e2e\u52a9\u5e74\u9752\u4eba\u6709\u673a\u4f1a\u83b7\u5f97\u8fd9\u4e9b\u5b66\u79d1\u7684\u666e\u904d\u77e5\u8bc6\uff0c\u4ece\u800c\u5e2e\u52a9\u4ed6\u4eec\u5efa\u7acb\u6279\u5224\u4e0e\u9769\u65b0\u8fd9\u4e9b\u77e5\u8bc6\u7684\u80fd\u529b\u3002\u82e5\u5b66\u79d1\u6559\u80b2\u5b9e\u8df5\u80fd\u5f00\u59cb\u4e8e\u81f4\u529b\u628a\u8bfb\u5199\u80fd\u529b\u6559\u5b66\u66f4\u5168\u9762\u5730\u878d\u5165\u4e2d\u5b66\u6559\u80b2\u4e2d\uff0c\u5219\u4e2d\u5b66\u6559\u80b2\u5de5\u4f5c\u8005\u4f1a\u8f83\u6709\u6548\u5730\u5229\u7528\u5b66\u79d1\u5df2\u6709\u7684\u5e7f\u6cdb\u800c\u65b0\u9896\u7684\u7bc7\u7ae0\u548c\u6587\u5316\u5b9e\u8df5\uff0c\u4ee5\u53ca\u9752\u5c11\u5e74\u65e5\u5e38\u751f\u6d3b\u7684\u7ecf\u9a8c\uff0c\u7ed9\u5b66\u751f\u8425\u9020\u6279\u5224\u5f0f\u5b66\u4e60\u7684\u673a\u4f1a\u3002<\/jats:p><jats:p>[Podcast: <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/www.reading.org\/downloads\/podcasts\/II-Moje.mp3\">www.reading.orgdownloadspodcastsII\u2010Moje.mp3<\/jats:ext-link>.]<\/jats:p><jats:p>Dans cette analyse, l'auteur d\u00e9fend l'id\u00e9e de construire des programmes p\u00e9dagogiques de litt\u00e9ratie par discipline, plut\u00f4t que d'inciter les professeurs des disciplines \u00e0 utiliser des strat\u00e9gies et des pratiques d'enseignement venues de la lecture\u2010\u00e9criture. Les lecteurs devraient avoir la sagesse de remettre en question la centration sur l'apprentissage de la discipline \u00e0 un moment o\u00f9 les nouveaux m\u00e9dias, les litt\u00e9raties, et les pratiques sociales de travail en r\u00e9seau sont si puissants. L'argument de l'auteur est que les savoirs et les savoir\u2010faire des contenus disciplinaires est essentiel pour que les jeunes deviennent des membres actifs d'une soci\u00e9t\u00e9 d\u00e9mocratique. Quoique les ma\u00eetres reconnaissent la valeur et le pouvoir des connaissances, des pratiques et des textes que les jeunes apportent \u00e0 l'\u00e9cole, il est \u00e9galement capital que nous reconnaissions la n\u00e9cessit\u00e9 d'\u00e9tendre les connaissances, les pratiques, et les textes des jeunes. Un enseignement de litt\u00e9ratie par discipline peut aider les jeunes \u00e0 acc\u00e9der \u00e0 une acceptation des disciplines, en les autorisant aussi de ce fait \u00e0 critiquer et \u00e0 changer la connaissance. Commencer par les pratiques de disciplines pour s'efforcer d'int\u00e9grer plus compl\u00e8tement l'enseignement de la litt\u00e9ratie dans les \u00e9coles secondaires pourrait placer les enseignants du secondaire en meilleure position pour tirer parti de tout un ensemble de nouveaux textes et de nouvelles pratiques disponibles dans les disciplines et dans la vie quotidienne des adolescents et fournir des occasions d'apprentissage critique.<\/jats:p><jats:p>[Podcast: <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/www.reading.org\/downloads\/podcasts\/II-Moje.mp3\">www.reading.orgdownloadspodcastsII\u2010Moje.mp3<\/jats:ext-link>.]<\/jats:p><jats:p>\u0410\u0432\u0442\u043e\u0440 \u0443\u0442\u0432\u0435\u0440\u0436\u0434\u0430\u0435\u0442, \u0447\u0442\u043e \u043c\u0430\u043b\u043e \u043f\u0440\u043e\u0441\u0442\u043e \u043f\u0440\u0435\u0434\u043b\u0430\u0433\u0430\u0442\u044c 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\u0442\u0430\u043a \u0438 \u043e\u0442\u043d\u043e\u0441\u044f\u0449\u0438\u0445\u0441\u044f \u043a \u043a\u0430\u0436\u0434\u043e\u0434\u043d\u0435\u0432\u043d\u043e\u0439 \u0436\u0438\u0437\u043d\u0438 \u043f\u043e\u0434\u0440\u043e\u0441\u0442\u043a\u043e\u0432. \u042d\u0442\u043e \u0441\u043e\u0437\u0434\u0430\u0441\u0442 \u043d\u0430\u0438\u0431\u043e\u043b\u0435\u0435 \u043e\u043f\u0442\u0438\u043c\u0430\u043b\u044c\u043d\u044b\u0435 \u043f\u0440\u0435\u0434\u043f\u043e\u0441\u044b\u043b\u043a\u0438 \u0434\u043b\u044f \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u044f.<\/jats:p><jats:p>[Podcast: <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/www.reading.org\/downloads\/podcasts\/II-Moje.mp3\">www.reading.orgdownloadspodcastsII\u2010Moje.mp3<\/jats:ext-link>.]<\/jats:p><jats:p>En este comentario, el autor propone la creaci\u00f3n de programas de instrucci\u00f3n de <jats:italic>competencias disciplinarias<\/jats:italic>, en vez de meramente incentivar a los maestros de materias a utilizar estrategias y pr\u00e1cticas de la ense\u00f1anza de competencias. Los lectores podr\u00edan cuestionar con raz\u00f3n un enfoque en la ense\u00f1anza de disciplinas en este tiempo en que nuevos medios, las competencias, y el establecimiento de contactos sociales son tan poderosos. El argumento del autor es que tener conocimiento y habilidad en la materia de las disciplinas es esencial para que los j\u00f3venes puedan participar activamente en una sociedad democr\u00e1tica. Aunque los educadores de las competencias reconocen el valor y el poder del conocimiento al igual que las pr\u00e1cticas y los textos que los j\u00f3venes traen al sal\u00f3n de clase, es tambi\u00e9n de importancia cr\u00edtica que reconozcamos la necesidad de expandir el conocimiento, las pr\u00e1cticas, y los textos de los j\u00f3venes. Instrucci\u00f3n sobre las competencias de las disciplinas puede ayudar a los j\u00f3venes a tener acceso al conocimiento aceptado de las disciplinas, de esa forma permiti\u00e9ndoles criticar y cambiar ese conocimiento. Empezar con las pr\u00e1cticas de las disciplinas\u2014en un esfuerzo para mejor integrar la instrucci\u00f3n de competencias en las escuelas secundarias\u2014podr\u00eda poner a los maestros de las escuelas secundarias en una mejor posici\u00f3n para hacer uso de una gama de pr\u00e1cticas y textos nuevos disponibles en las disciplinas y las vidas diarias de los adolescentes para crear oportunidades de aprendizaje cr\u00edtico.<\/jats:p><jats:p>[Podcast: <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"http:\/\/www.reading.org\/downloads\/podcasts\/II-Moje.mp3\">www.reading.orgdownloadspodcastsII\u2010Moje.mp3<\/jats:ext-link>.]<\/jats:p>","DOI":"10.1598\/jaal.52.2.1","type":"journal-article","created":{"date-parts":[[2008,10,1]],"date-time":"2008-10-01T12:49:57Z","timestamp":1222865397000},"page":"96-107","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":513,"title":["Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change"],"prefix":"10.1002","volume":"52","author":[{"given":"Elizabeth Birr","family":"Moje","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2011,11,9]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.3102\/00346543058004375"},{"issue":"8","key":"e_1_2_1_3_1","first-page":"676","article-title":"Reading adolescents' reading identities: Looking back to see ahead","volume":"44","author":"Alvermann D.E.","year":"2001","journal-title":"Journal of Adolescent & Adult Literacy"},{"key":"e_1_2_1_4_1","first-page":"951","volume-title":"Handbook of reading research","author":"Alvermann D.E.","year":"1991"},{"key":"e_1_2_1_5_1","first-page":"331","volume-title":"Knowing, teaching, and learning history: National and international perspectives","author":"Bain R.","year":"2000"},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9620.2006.00775.x"},{"key":"e_1_2_1_7_1","volume-title":"A vignette of doing mathematics: A metacognitive tour of the production of some elementary mathematics.","author":"Bass H.","year":"2008"},{"key":"e_1_2_1_8_1","first-page":"629","volume-title":"Handbook of reading research","author":"Bean T.W.","year":"2000"},{"key":"e_1_2_1_9_1","unstructured":"Black R.W.(2005 April).(Tech)tual interaction: The dialogic nature of English language learners' activities in a fanfiction\u2010based website.Paper presented at the annual meeting of the American Educational Research Association Montr\u00e9al Quebec Canada."},{"key":"e_1_2_1_10_1","doi-asserted-by":"publisher","DOI":"10.17763\/haer.78.1.j612282134673638"},{"issue":"1","key":"e_1_2_1_11_1","first-page":"7","article-title":"Persistent instruction: Another look at constancy in the classroom","volume":"68","author":"Cuban L.","year":"1986","journal-title":"Phi Delta Kappan"},{"key":"e_1_2_1_12_1","volume-title":"The nation's report card: Reading highlights 2003 (No. NCES 2004452).","author":"Donahue P.","year":"2003"},{"key":"e_1_2_1_13_1","volume-title":"Just girls: Hidden literacies and life in junior high","author":"Finders M.J.","year":"1997"},{"key":"e_1_2_1_14_1","volume-title":"The archaeology of knowledge & the discourse on language","author":"Foucault M.","year":"1972"},{"key":"e_1_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.2307\/1167322"},{"key":"e_1_2_1_16_1","unstructured":"Gee J.P.(2001 December).Reading in \u201cnew times\u201d.Paper presented at the National Reading Conference San Antonio TX."},{"key":"e_1_2_1_17_1","volume-title":"What video games have to teach us about learning and literacy","author":"Gee J.P.","year":"2007"},{"key":"e_1_2_1_18_1","doi-asserted-by":"crossref","DOI":"10.4324\/9780203941171","volume-title":"Youth learning on their own terms: Creative practices and classroom teaching","author":"Gustavson L.","year":"2007"},{"key":"e_1_2_1_19_1","volume-title":"Writing science: Literacy and discursive power","author":"Halliday M.A.K.","year":"1993"},{"key":"e_1_2_1_20_1","first-page":"49","volume-title":"Review of research in education","author":"Hicks D.","year":"1995"},{"key":"e_1_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.3102\/00028312029002325"},{"key":"e_1_2_1_22_1","volume-title":"School's out! 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