What an Integrative Approach to Disciplinary Literacy Can Mean for Classroom Practice in Social Studies

Authors

Tamara Shreiner, Grand Valley State UniversityFollow
Lauren Harris, Arizona State UniversityFollow
Brian Girard, College of New JerseyFollow

Abstract

None

Recommended Citation

Shreiner, Tamara; Harris, Lauren; and Girard, Brian (2021) "What an Integrative Approach to Disciplinary Literacy Can Mean for Classroom Practice in Social Studies," The Great Lakes Social Studies Journal: Vol. 1: Iss. 1, Article 4.
DOI: https://doi.org/10.25035/glssj.01.01.04
Available at: https://scholarworks.bgsu.edu/glssj/vol1/iss1/4

Digital Object Identifier (DOI)

https://doi.org/10.25035/glssj.01.01.04