Lisa Janezic

Publication Date


Document Type


First Advisor

Wilkins, Elizabeth A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction


Social sciences--Study and teaching


This case study examined how middle school teachers combined technological, pedagogical, and content area knowledge together with a 1:1 iPad initiative to implement a disciplinary literacy approach to teaching social studies. Six teachers in a far northwest suburb of Chicago took part in text-based verbal protocol and standard interviews, allowed classroom observations, and completed self-report surveys as part of the data collection process. Data revealed that although the teachers did not recognize the term disciplinary literacy, they did incorporate these principles and practices into their classroom instruction. Although teachers identified content as more important in lesson planning over technology and pedagogy, the iPad was identified as a necessary tool for communication and sharing content and resources with students during and outside of instructional classroom time. The results of this study concluded with a model that provided a visual representation of the three interrelated constructs necessary for successful implementation of disciplinary literacy in the 21st century: inquiry-based curriculum, disciplinary literacy standards and practices, and district-supported technology. It was suggested that future research address a more in-depth look into teaching with disciplinary literacy in mind, and how teachers' decision making with technology, pedagogical, and content knowledge impact instructional practices in the social studies classroom.


Advisors: Elizabeth Wilkins.||Committee members: Olha Ketsman; Michael Manderino.||Includes illustrations.||Includes bibliographical references.


196 pages




Northern Illinois University

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