New Jersey English Journal
Document Type
Article
Abstract
This article outlines a multi-week student-centered social justice research project as a space through which educators may develop disciplinary reading skills. The piece considers culturally responsible and critical literacy practices as well as research on best practices in interdisciplinary reading in secondary education. Results reveal that motivation and discipline-specific reading strategies are key to student success.
Recommended Citation
Bryan, Melissa
(2025)
"Interdisciplinary Literacy: An Integrative and Inquiry-Based Effort,"
New Jersey English Journal: Vol. 14, Article 3.
Available at:
https://digitalcommons.montclair.edu/nj-english-journal/vol14/iss2025/3