Overview

Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside specific content goals? By exploring the histories and potentials of discipline-specific literacy instruction, this book provides a clear framework for engaging students as active participants in the authentic activities and processes of each content area. It goes beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study. Readers are invited to develop their own disciplinary knowledge to ensure authenticity in their representations of literate practices, to involve students deeply in the work of their disciplinary communities, and to support students’ continued engagement beyond the classroom. Book Features: Strategies to deepen teachers’ awareness of disciplinary text, practices, and habits of mind to inform the ways they model, teach, and invite literacy into their classrooms. Activities to support students in developing the meta-discursive awareness that allows them to navigate the texts of different disciplines. Guidance to intentionally and expertly develop multiple literacies that create equity, choice, and access for all learners. Exercises and examples appropriate for educators entering the field, as well as veterans who want to revitalize their instruction or prepare for new content, courses, or grade levels.

Full Product Details

Author:   Rachael Gabriel ,  Richard Robinson
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.60cm , Height: 0.80cm , Length: 22.90cm
Weight:   0.227kg
ISBN:  

9780807768600

ISBN 10:   080776860
Pages:   160
Publication Date:   28 July 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Contents Foreword  ix Acknowledgments  xiii Introduction  1 Overview  3 Conclusion  4 1.  What Is Disciplinary Literacy?  5 Why Build Disciplinary Literacy?  6 Questions for Discussion  15 2.  Pedagogy and Processes for Literacy Development  17 Pedagogy  18 Doing the Work of the Discipline  19 Processes for Literacy Development  23 Understanding Text Complexity  25 What Does the Reading Sound Like?  29 Questions for Discussion  32 Resources for Further Reading  32 3.  Doing the Discipline  35 Routines and Practices  36 Habits of Mind  37 Conventions  40 Known Differences  41 History and Literature  42 Mathematics  42 Why Disciplines Are Not Enough  45 Discourse Follows Communities  47 Resources for Further Reading  47 4.  Text Roundup  49 Examining Routines  49 Unlocking Habits of Mind  52 Activity Guide: Text Roundup  54 Evaluation  56 Questions for Discussion  57 Resources for Further Reading  58 5.  Mentor Texts  59 Knowing What to Notice  60 Knowing What to Teach  62 How to Write From a Mentor Text  63 Activity Guide  66 Evaluation  67 Questions for Discussion  67 Resources for Further Reading  67 6.  The Expert Interview  69 Purposes for Expert Interviews  70 Interview Procedures  71 Interview With a Lab Technician in a Biology Lab  74 Evaluation  76 Questions for Discussion  76 Resources for Further Reading  77 7.  The Oak Tree Activity  79 A “Fine” Example  81 Activity Guide  84 Examples  84 Evaluation  89 Questions for Discussion  89 Resources for Further Reading  89 8.  Text Set Construction  91 Making a Text Set  93 Activity Guide  94 Evaluation  95 Questions for Discussion  96 Resources for Further Reading  96 9.  Text-Dependent Questions  99 A Directed Reading-Thinking Activity  100 Activity Guide  102 Evaluation  105 Questions for Discussion  105 Resources for Further Reading  105 10.  Learning From Nontraditional and Non-Print-Based Texts  107 Hierarchies of Representation  108 Teaching the Reading of Non-Print-Based Texts  110 Activity Guide  112 Evaluation  112 Questions for Discussion  113 Resources for Further Reading  113 11.  Task Analysis and Enhancement  115 Starting With a Pre-Planned Lesson or Activity  115 Starting With a Text  117 Knowing Where Literate Practices Go  118 Purpose and Process  118 Activity Guide  119 Evaluation  119 Questions for Discussion  120 Resources for Further Reading  120 Conclusion  121 Preparing Students for the Work of Their Lives  123 Looking Ahead  124 References  127 Index  135 About the Author  139

Reviews

"""Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy.""—CHOICE"

"""Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy."" --CHOICE"

“The accessible content and format, in addition to the application exercises and discussion questions, make Doing Disciplinary Literacy an effective starting point for those interested in integrating disciplinary literacy into instruction whether independently, through a professional development session, or in a content area literacy education course. —Teachers College Record “Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy.” —CHOICE

Author Information

Rachael Gabriel is a professor of literacy education in the Neag School of Education at the University of Connecticut.

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