This case study describes a professional learning opportunity for educators of adolescents, namely the Literacy for Adolescent Teachers (LAT), at a regional midsize university in Kentucky. The LAT is a year-long experience that enrollees undertake to grow professionally by gaining specific literacy skills. This study focuses specifically on participant experience with the disciplinary literacy content, strategies, and resources presented at the summer program. This investigation sought to understand if participation in the disciplinary literacy program impacted the participants’ perceptions of literacy and their dispositional attitudes toward integrating literacy into their professional practice. The data revealed that participants in the LAT joined the program with a text-based perception of literacy, which also impacted how they viewed the integration of literacy in their practice. By the end of the program, the participants gained a broader perception of literacy, which shifted their understanding of how literacy was integrated into their instruction.
","abstract_html":"<p>This case study describes a professional learning opportunity for educators of adolescents, namely the Literacy for Adolescent Teachers (LAT), at a regional midsize university in Kentucky. The LAT is a year-long experience that enrollees undertake to grow professionally by gaining specific literacy skills. This study focuses specifically on participant experience with the disciplinary literacy content, strategies, and resources presented at the summer program. This investigation sought to understand if participation in the disciplinary literacy program impacted the participants’ perceptions of literacy and their dispositional attitudes toward integrating literacy into their professional practice. The data revealed that participants in the LAT joined the program with a text-based perception of literacy, which also impacted how they viewed the integration of literacy in their practice. By the end of the program, the participants gained a broader perception of literacy, which shifted their understanding of how literacy was integrated into their instruction. </p>","abstract_has_math":false,"creators":["Presnell, Kevin"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["Adolescent Literacy","Disciplinary Literacy","Discourse Theory","Educational Policy","Professional Development","Teacher Training","Higher Education and Teaching","Language and Literacy Education"],"languages":[],"rights":["Copyright 2022 Kevin Presnell"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/753","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Presnell, Kevin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adolescent Literacy","Disciplinary Literacy","Discourse Theory","Educational Policy","Professional Development","Teacher Training","Higher Education and Teaching","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Kevin Presnell"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/753"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study describes a professional learning opportunity for educators of adolescents, namely the Literacy for Adolescent Teachers (LAT), at a regional midsize university in Kentucky. The LAT is a year-long experience that enrollees undertake to grow professionally by gaining specific literacy skills. This study focuses specifically on participant experience with the disciplinary literacy content, strategies, and resources presented at the summer program. This investigation sought to understand if participation in the disciplinary literacy program impacted the participants’ perceptions of literacy and their dispositional attitudes toward integrating literacy into their professional practice. The data revealed that participants in the LAT joined the program with a text-based perception of literacy, which also impacted how they viewed the integration of literacy in their practice. By the end of the program, the participants gained a broader perception of literacy, which shifted their understanding of how literacy was integrated into their instruction.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Investigating A State-Funded Disciplinary Literacy Program In Kentucky For Educators Of Adolescent Students"]}]}],"canonical_facts":{"dc:creator":["Presnell, Kevin"],"dc:description.abstract":["This case study describes a professional learning opportunity for educators of adolescents, namely the Literacy for Adolescent Teachers (LAT), at a regional midsize university in Kentucky. The LAT is a year-long experience that enrollees undertake to grow professionally by gaining specific literacy skills. This study focuses specifically on participant experience with the disciplinary literacy content, strategies, and resources presented at the summer program. This investigation sought to understand if participation in the disciplinary literacy program impacted the participants’ perceptions of literacy and their dispositional attitudes toward integrating literacy into their professional practice. The data revealed that participants in the LAT joined the program with a text-based perception of literacy, which also impacted how they viewed the integration of literacy in their practice. By the end of the program, the participants gained a broader perception of literacy, which shifted their understanding of how literacy was integrated into their instruction.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/753"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Kevin Presnell"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Adolescent Literacy","Disciplinary Literacy","Discourse Theory","Educational Policy","Professional Development","Teacher Training","Higher Education and Teaching","Language and Literacy Education"],"dc:title":["Investigating A State-Funded Disciplinary Literacy Program In Kentucky For Educators Of Adolescent Students"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}