[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-31229":3,"doc-seo-31229":27},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":4,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"page_count":20,"language":21,"language_code":22,"table_of_contents":23,"faqs":24,"seo_title":13,"seo_description":14,"update_tm":25,"read_time":26},31229,34359740700684,"Finn","https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487",8,"Research & Report","How Do Students Read, Write, and Interact to Build Scientific Knowledge across Classrooms?","Purpose: This study identifies features of content-area literacy for knowledge creation in science classrooms that support collaborative inquiry. Such dialogically oriented literacy enables students to work with diverse information, sustain inquiry and discourse, and build shared understandings across disciplinary issues. Design: Interactional ethnography analyzes student literacy practices in two Grade 5/6 classrooms using a Knowledge Building approach, supported by Knowledge Forum and a cross-classroom meta-space. Results: Five core features integrate reading, writing, dialogue, multimodal inquiry, and discourse spaces to sustain knowledge building. Originality: The study reframes content-area literacy as a dynamic system for co-creating knowledge, positioning it as essential in the AI era.","cbCaiuI1dWuHW4OO","https://ap.wps.com/l/cbCaiuI1dWuHW4OO","docx",2933988,1,48,"English","en","# An Expanded View of Literacy for Knowledge Creation: How Do Students Read, Write, and Interact to Build Scientific Knowledge across Classrooms?\n# Introduction\n# Literature Review on Disciplinary Literacy\n# An Expanded View of Literacy for Dynamic Knowledge Creation","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to identify features of content-area literacy that support knowledge creation in science classrooms through collaborative inquiry.\"},{\"question\":\"How did the researchers design the study?\",\"answer\":\"Using an interactional ethnography approach, they analyzed student literacy practices in two Grade 5/6 science classrooms during a 10-week Knowledge Building unit supported by Knowledge Forum and a shared meta-space for cross-classroom collaboration.\"},{\"question\":\"What are the key results about literacy for knowledge creation?\",\"answer\":\"Classroom observations, interviews, and online discourse reveal five core features, including integrating reading, writing, and dialogue across sources and media, using multimodal inquiry, and leveraging discourse spaces to sustain knowledge building.\"}]",1779224464,121,{"code":4,"msg":28,"data":29},"ok",{"site_id":30,"language":22,"slug":31,"title":13,"keywords":32,"description":14,"schema_data":33,"social_meta":84,"head_meta":86,"extra_data":88,"updated_unix":25},105,"how-do-students-read-write-and-interact-to-build-scientific-knowledge-across-classrooms","",{"@graph":34,"@context":83},[35,52,66],{"@type":36,"itemListElement":37},"BreadcrumbList",[38,42,46,49],{"item":39,"name":40,"@type":41,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":43,"name":44,"@type":41,"position":45},"https://docshare.wps.com/document/","Document",2,{"item":47,"name":12,"@type":41,"position":48},"https://docshare.wps.com/document/research-report/",3,{"item":50,"name":13,"@type":41,"position":51},"https://docshare.wps.com/document/how-do-students-read-write-and-interact-to-build-scientific-knowledge-across-classrooms/31229/",4,{"url":50,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":39,"name":57,"@type":58},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-05-19",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79],{"name":70,"@type":71,"acceptedAnswer":72},"What is the main purpose of the study?","Question",{"text":73,"@type":74},"The study aims to identify features of content-area literacy that support knowledge creation in science classrooms through collaborative inquiry.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"How did the researchers design the study?",{"text":78,"@type":74},"Using an interactional ethnography approach, they analyzed student literacy practices in two Grade 5/6 science classrooms during a 10-week Knowledge Building unit supported by Knowledge Forum and a shared meta-space for cross-classroom collaboration.",{"name":80,"@type":71,"acceptedAnswer":81},"What are the key results about literacy for knowledge creation?",{"text":82,"@type":74},"Classroom observations, interviews, and online discourse reveal five core features, including integrating reading, writing, and dialogue across sources and media, using multimodal inquiry, and leveraging discourse spaces to sustain knowledge building.","https://schema.org",{"og:url":50,"og:type":85,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":87,"canonical":50},"index,follow",{"doc_id":7,"site_id":30}]