Examining the development of disciplinary literacy practices within a junior high exploratory professional learning project

Zaniewski, Melissa

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https://hdl.handle.net/2142/132646 Copy

Description

Title

Examining the development of disciplinary literacy practices within a junior high exploratory professional learning project

Author(s)

Zaniewski, Melissa

Issue Date

2025-12-01

Director of Research (if dissertation) or Advisor (if thesis)

Cope, William

Doctoral Committee Chair(s)

Kalantzis, Mary

Committee Member(s)

• Dhillon, Pradheep
• Zhu, Xinran

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Disciplinary Literacy
• Education
• Professional Learning Communities
• Literacy Educaction

Abstract

Disciplinary Literacy, the ability to read, write, and think in ways characteristic of different academic disciplines, is a critical skill for students. Content area teachers, such as those in science, social studies, and math, often struggle with teaching these literacy skills, as their expertise lies in their specific subject area. The study examined how members of a Disciplinary Literacy Professional Learning Community, comprised of a literacy specialist and a social studies teacher, supported Disciplinary Literacy skill and strategy instruction, the specific factors that influenced their success, and the experiences and perceptions of the learning community members. Data included semi-structured interviews, Professional Learning Community meetings, and classroom observations that were gathered over the course of the 2022-2024 school years by the building principal who served as the analyst of the data. Findings revealed three themes: factors influencing the success of the Disciplinary Literacy Professional Learning Community; use of discipline-specific literacy strategy and skill instruction; and experiences and perceptions of learning community members. This research contributes to the understanding of how literacy specialists can effectively collaborate with content area teachers in a Professional Learning Community to enhance Disciplinary Literacy instruction. The findings have implications for improving teaching practices, enhancing student learning outcomes, and informing the design of professional development programs in literacy education.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/132646

Copyright and License Information

Copyright 2025 Melissa Zaniewski

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