Overview

"The role of literacy instruction extends far beyond traditional English language arts classrooms. Cultivating Literate Citizenry Through Interdisciplinary Instruction delves into the necessary concepts within the realm of literacy across and within various academic disciplines. From the foundational core courses of English language arts, mathematics, science, and social studies to enriching extracurricular pursuits like agriculture, theater arts, visual arts, and kinesiology, this book encapsulates the essence of fostering literacy competencies in all domains. The journey begins by distinguishing between ""content-area literacy"" and the more profound concept of ""disciplinary literacy."" This book guides educators, from K-12 teachers to seasoned practitioners, through a dynamic exploration of literacy's multifaceted dimensions. Drawing on diverse lenses, the chapters traverse key topics, such as literacy as a transformative remix, encompassing digital literacies and multi-modalities. In the wake of a global pandemic that reshaped education, the book unearths the notion of literacy empathy, positioning it as a cornerstone for future literacy instruction. Within these pages, readers can encounter the powerful fusion of foundational literacy and reading-to-learn strategies, all guided by a social justice lens that empowers and honors every student's voice. The book resonates with Immanuel Kant's assertion that literacy is not merely a right but a categorical imperative. It underscores the urgency for teachers across disciplines to equip themselves with the knowledge and skills to nurture broad-based and subject-specific literacy competencies, thereby reducing dependence on the English language arts department. Cultivating Literate Citizenry Through Interdisciplinary Instruction revisits established paradigms and pioneers a new vision for literacy education. The book reinterprets the evolving landscape of content-area and disciplinary literacy in a post-pandemic world where technology, societal shifts, and pedagogical innovations converge. Drawing from decades of research and practice, it charts a course toward literacy practices that are inclusive, equitable, and dynamic. This comprehensive resource caters to a diverse audience, spanning preservice and in-service teachers, teacher educators, district and school leaders, and educational researchers. It is a versatile tool, ideal for integrating literacy methods courses focusing on content-area and disciplinary literacy instruction across all age groups. Practicing teachers will find it an invaluable resource for their ongoing professional development, while educational leaders will gain profound insights to inform their instructional support strategies."

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Chyllis E. Scott, Ph.D., works as an Associate Professor and Emphasis Area Coordinator for Literacy Education in the Department of Teaching & Learning at the University of Nevada, Las Vegas (UNLV). Her research focuses on content-area and disciplinary literacy, academic writing, and mentoring practices for preservice and inservice teachers and students in higher education. Specifically, in the context of literacy instruction, she examines teacher knowledge and practices for preservice and inservice teachers. Diane M. Miller, Ph.D. is an Associate Professor of Literacy Education at the University of Houston-Downtown (UHD) in the Department of Urban Education, where she also serves as the Assistant Department Chair for Graduate Studies. Previously, Dr. Miller's professional background encompassed 19 years of K-12 public education work that centered on secondary English language arts and reading education experiences, ranging from classroom teaching to school- and district-level leadership to district- and regional-level curriculum engagement. Now in her ninth year at UHD, Dr. Miller brings her K-12 experience to her current university-level work, as she focuses on balancing a practitioner-based passion and researcher-oriented perspective in her research areas of content-area/disciplinary literacy and mentoring. As an active member of the Texas Council of Teachers of English Language Arts, Dr. Miller has served as the organization's president and is currently leading the editorial team for , the organization's nationally recognized, peer-reviewed academic journal. Matthew Albert, Ph.D., is an English Language Arts (ELA) methods instructor in the Department of Teaching & Learning at the University of Nevada, Las Vegas (UNLV). He is also a 6th grade ELA teacher at The Meadows School in Las Vegas, Nevada. His research focuses on content-area literacy and disciplinary literacy as well as mentoring practices for beginning teachers (including teacher-mentor training).

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