An Analysis of 15 Journals’ Literacy Content, 2007–2016

Datos Bibliográficos

ID21650295
AutoresSeth A Parsons (0000-0001-9221-6914, George Mason University, autor de correspondencia), Melissa A Gallagher (0000-0002-0678-4163, University of Houston), Alicia Bruyning Leggett (Johns Hopkins University), Samantha T Ives (0000-0003-4990-1005, George Mason University), Michelle Lague (0000-0001-5641-6935, George Mason University)
Año2020
Volumen52
Número3
Páginas341-367
Fecha de publicación2020-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Reading Behavior (JOURNAL)
Identificadores de la revistaISSN: 0022-4111 • E-ISSN: 1554-8430
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/1086296x20939551
OpenAlexW3043744533
IdiomaEN
Citas recibidas6
Referencias citadas31

In this content analysis, a research team examined the articles in 15 journals published over a span of 10 years to obtain an overview of the current field of literacy. Researchers coded the topics, theoretical perspectives, designs, and data sources in a total of 4,305 literacy-related articles. Analyses revealed statistically significant differences in the topics, perspectives, designs, and data sources among literacy articles in journals written for practitioners, those written for researchers, and those written for both practitioners and researchers. Although the topics in journals written for practitioners somewhat reflected the content of those written for researchers, results demonstrated a need to diversify methods used in articles published in journals written for researchers. We argue that this diversity is likely to enhance the ability of research to build the knowledge base in our field

Content analysis · Literacy · Mathematics education · Medical education · Pedagogy · Social science · Sociology · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Mathematics · Medicine · Psychology · Reading and Literacy Development