Investigating a disciplinary approach to literacy learning in a secondary school

Hannant, Kathleen Erin & Jetnikoff, Anita (2015) Investigating a disciplinary approach to literacy learning in a secondary school. Literacy Learning : The Middle Years, 23(3), pp. 28-37.


This paper presents findings from a Design-Based Research (DBR) project undertaken in a large regional high school in Queensland. The study focused on an intervention involving explicit teaching using systemic functional grammar in assessed writing across two Year 8 subjects: English and History. The study’s findings demonstrate that, despite efforts at the whole school and classroom level to support a disciplinary literacy approach to subject learning, there are considerable constraints that need to be considered and overcome in order for students to develop appropriate writing capabilities for particular discipline areas.

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ID Code: 84940
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Literacy in English and History Curriculum, Discpline specific literacy, Design-based Research, Explicit teaching of literacy in the middle years, Teaching writing in English for the Australian Curriculum
ISSN: 1320-5692
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 ALEA
Deposited On: 22 Jun 2015 22:49
Last Modified: 25 Nov 2015 07:18

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