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

Dados Bibliográficos

ID21650295
AutoresSeth A Parsons (0000-0001-9221-6914, George Mason University, autor correspondente), 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)
Ano2020
Volume52
Fascículo3
Páginas341-367
Data de publicação2020-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Reading Behavior (JOURNAL)
Identificadores do periódicoISSN: 0022-4111 • E-ISSN: 1554-8430
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/1086296x20939551
OpenAlexW3043744533
IdiomaEN
Citações recebidas6
Referências 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