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Masculine Literacy Framework

Masculine Literacy Framework

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The disciplinary literacy framework allows educators, researchers, and practitioners to observe the secondary students’ development of knowledge and skills that would allow them to be successful in higher education institutions (Manderino & Wickens, 2014; Timothy Shanahan & Shanahan, 2008, 2012; Zygouris-Coe, 2012); the specific knowledge and skills that college students develop in their discipline(s) (Cisco, 2016; Cook & Dinkins, 2015; Hynd, Holschuh, & Hubbard, 2004; Wineburg & Reisman, 2015); and, the unique literacy practices that teachers bring to their classrooms and that are proper of the discipline they teach (Bain, 2012; Z. Fang, 2014; Love, 2009; Temple & Doerr, 2018; Zhang & Chan, 2017).
These areas are communicative in essence

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