Elizabeth Birr Moje
Biographic Data
| ID | 315745 |
|---|---|
| NAME | Elizabeth Birr Moje |
| GIVEN NAMES | Elizabeth Birr |
| FAMILY NAME | Moje |
| SIGNATURE | MOJE E B |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-5813-8078 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 288 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
Remaking Research Tools
This commentary takes up the question raised by Socius editor Adam Gamoran regarding the role of social scientists in reducing inequalities. Gamoran asks, 'Can we make changes to existing practices or do we need radical reconstruction?' In considering Gamoran's question and two springboard articles published in the special collection, the author considers three questions: First, does the field truly understand enough about the causes of inequalit…
Reframing Sociocultural Research on Literacy
Learning disciplinary literacy teaching
But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas
In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students’ development of disciplinary inquiry, disciplinary concepts, and extended use of texts in secondary classrooms. Illustrations were drawn from a long‐term stud…
Learning from the Professions
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers …
Doing and Teaching Disciplinary Literacy with Adolescent Learners
In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary literacy instruction that puts the process of inquiry at its center. In contrast to a frame that ignor…
Reading and Content Area Learning
The demands of school‐based reading change as young people move into upper grades (i.e., sixth grade and above).
Literacy and Science
We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated a…
Standpoints
Elizabeth Birr Moje argues for a nuanced and reflective appraoch to the study of adolexcents’ use of digital technology
Literacy and Identity
In this review, the authors interrogate the recent identity turn in literacy studies by asking, How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of conceptualizing identity by using five metaphors for identity documented in the identity literature: Identity…
The Complex World of Adolescent Literacy
In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing …
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
In this commentary, the author argues for building disciplinary literacy 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 …
Chapter 1 Developing Socially Just Subject-Matter Instruction
In a 1996 American Educational Research Journal (AERJ) article, Deborah Ball and Suzanne Wilson (Ball & Wilson, 1996) made an argument for “integrity in teaching,” in which they framed integrity as the commitment to “fusing” the moral aspects of teaching with the intellectual. The central question they explored was how to deal with conflicts between the intellectual work of teaching content concepts and the moral work of teaching those content co…
Working toward third space in content area literacy
S In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on-going community ethnography, we present findings on the s…
Identity matters
In a conversation represented here in print, the authors ask why literacy theorists, researchers, and teachers should care about how readers' identities are constructed, represented, and performed during acts of reading. They share the believe that such questions are central to literacy theory and pedagogy
Changing our minds, changing our bodies
In this paper I offer a reflection on my role in a collaborative research experience as a way of illustrating how attempts to establish rapport and work collaboratively in teaching and research can result in struggles over authority, power, and goals. In particular, I argue that we need to look closely at how embodied relations shape and are shaped in collaborative research relations. When discussing power relations among university researchers a…
What Will Classrooms and Schools Look Like in the New Millennium
In this “RRQ Snippet,” four literacy researchers discuss the influences of diversity, changing expectations, technology, and teacher professional development on literacy teaching and learning
From Expression to Dialogue
Locating the Social and Political in Secondary School Literacy
The authors suggest a number of possible futures for research on adolescent literacy issues. They emphasize the importance of the social and political with respect to the teaching and learning of older students, and pose numerous questions for those working in this shifting field
What case discussions reveal about teacher thinking
I teach students, not subjects”
S This ethnography focused on how and why a high school content area teacher and her students engaged in literacy activities. Based on analysis of data collected over a 2‐year period, the author argues that the relationship established between the teacher and her students motivated them to engage in literacy activities. Because the teacher cared deeply about her students' success, she searched for pedagogical strategies, in particular, literacy s…
Why Content Literacy Is Difficult to Infuse into the Secondary School
David G. O'Brien, Roger A. Stewart, Elizabeth B. Moje, Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 442-463
Working toward third space in content area literacy
S In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on-going community ethnography, we present findings on the s…
Literacy and Identity
In this review, the authors interrogate the recent identity turn in literacy studies by asking, How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of conceptualizing identity by using five metaphors for identity documented in the identity literature: Identity…
Identity matters
In a conversation represented here in print, the authors ask why literacy theorists, researchers, and teachers should care about how readers' identities are constructed, represented, and performed during acts of reading. They share the believe that such questions are central to literacy theory and pedagogy
Changing our minds, changing our bodies
In this paper I offer a reflection on my role in a collaborative research experience as a way of illustrating how attempts to establish rapport and work collaboratively in teaching and research can result in struggles over authority, power, and goals. In particular, I argue that we need to look closely at how embodied relations shape and are shaped in collaborative research relations. When discussing power relations among university researchers a…
Why Content Literacy Is Difficult to Infuse into the Secondary School
David G. O'Brien, Roger A. Stewart, Elizabeth B. Moje, Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 442-463
What case discussions reveal about teacher thinking
I teach students, not subjects”
S This ethnography focused on how and why a high school content area teacher and her students engaged in literacy activities. Based on analysis of data collected over a 2‐year period, the author argues that the relationship established between the teacher and her students motivated them to engage in literacy activities. Because the teacher cared deeply about her students' success, she searched for pedagogical strategies, in particular, literacy s…
Learning from the Professions
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers …
Remaking Research Tools
This commentary takes up the question raised by Socius editor Adam Gamoran regarding the role of social scientists in reducing inequalities. Gamoran asks, 'Can we make changes to existing practices or do we need radical reconstruction?' In considering Gamoran's question and two springboard articles published in the special collection, the author considers three questions: First, does the field truly understand enough about the causes of inequalit…
Learning disciplinary literacy teaching
What Will Classrooms and Schools Look Like in the New Millennium
In this “RRQ Snippet,” four literacy researchers discuss the influences of diversity, changing expectations, technology, and teacher professional development on literacy teaching and learning
From Expression to Dialogue
Locating the Social and Political in Secondary School Literacy
The authors suggest a number of possible futures for research on adolescent literacy issues. They emphasize the importance of the social and political with respect to the teaching and learning of older students, and pose numerous questions for those working in this shifting field
Why Content Literacy Is Difficult to Infuse into the Secondary School
David G. O'Brien, Roger A. Stewart, Elizabeth B. Moje, Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 442-463
I teach students, not subjects”
S This ethnography focused on how and why a high school content area teacher and her students engaged in literacy activities. Based on analysis of data collected over a 2‐year period, the author argues that the relationship established between the teacher and her students motivated them to engage in literacy activities. Because the teacher cared deeply about her students' success, she searched for pedagogical strategies, in particular, literacy s…
What case discussions reveal about teacher thinking
Locating the Social and Political in Secondary School Literacy
The authors suggest a number of possible futures for research on adolescent literacy issues. They emphasize the importance of the social and political with respect to the teaching and learning of older students, and pose numerous questions for those working in this shifting field
From Expression to Dialogue
Changing our minds, changing our bodies
In this paper I offer a reflection on my role in a collaborative research experience as a way of illustrating how attempts to establish rapport and work collaboratively in teaching and research can result in struggles over authority, power, and goals. In particular, I argue that we need to look closely at how embodied relations shape and are shaped in collaborative research relations. When discussing power relations among university researchers a…
What Will Classrooms and Schools Look Like in the New Millennium
In this “RRQ Snippet,” four literacy researchers discuss the influences of diversity, changing expectations, technology, and teacher professional development on literacy teaching and learning
Identity matters
In a conversation represented here in print, the authors ask why literacy theorists, researchers, and teachers should care about how readers' identities are constructed, represented, and performed during acts of reading. They share the believe that such questions are central to literacy theory and pedagogy
Working toward third space in content area literacy
S In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on-going community ethnography, we present findings on the s…
Chapter 1 Developing Socially Just Subject-Matter Instruction
In a 1996 American Educational Research Journal (AERJ) article, Deborah Ball and Suzanne Wilson (Ball & Wilson, 1996) made an argument for “integrity in teaching,” in which they framed integrity as the commitment to “fusing” the moral aspects of teaching with the intellectual. The central question they explored was how to deal with conflicts between the intellectual work of teaching content concepts and the moral work of teaching those content co…
The Complex World of Adolescent Literacy
In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing …
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
In this commentary, the author argues for building disciplinary literacy 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 …
Standpoints
Elizabeth Birr Moje argues for a nuanced and reflective appraoch to the study of adolexcents’ use of digital technology
Literacy and Identity
In this review, the authors interrogate the recent identity turn in literacy studies by asking, How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of conceptualizing identity by using five metaphors for identity documented in the identity literature: Identity…
Literacy and Science
We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated a…
Reading and Content Area Learning
The demands of school‐based reading change as young people move into upper grades (i.e., sixth grade and above).
Doing and Teaching Disciplinary Literacy with Adolescent Learners
In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary literacy instruction that puts the process of inquiry at its center. In contrast to a frame that ignor…
Learning from the Professions
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers …
But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas
In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students’ development of disciplinary inquiry, disciplinary concepts, and extended use of texts in secondary classrooms. Illustrations were drawn from a long‐term stud…
Reframing Sociocultural Research on Literacy
Learning disciplinary literacy teaching
Remaking Research Tools
This commentary takes up the question raised by Socius editor Adam Gamoran regarding the role of social scientists in reducing inequalities. Gamoran asks, 'Can we make changes to existing practices or do we need radical reconstruction?' In considering Gamoran's question and two springboard articles published in the special collection, the author considers three questions: First, does the field truly understand enough about the causes of inequalit…
Sociology (18 works) · Pedagogy (17 works) · Psychology (17 works) · Literacy (16 works) · Literacy, Media, and Education (14 works) · Mathematics education (14 works) · Educator Training and Historical Pedagogy (9 works) · Social science (7 works) · Political science (6 works) · Computer Science (5 works)