Overview

Power Tools: 30 Critical Disciplinary Literacy Strategies for 6-12 Classroom is a unique textbook that offers readers an assortment of short, easy-to-implement disciplinary literacy strategies (which guide virtually all national standards) from critical literacy lenses. Recently emerging scholarship around critical disciplinary literacy (CDL) suggests that disciplinary literacy is, by itself, an incomplete and potentially problematic approach to secondary (grades 6-12) literacy instruction. A more equitable approach—one that understands disciplines as unique communities with their own unique (and often exclusionary) skills, norms, and discourses (Moje, 2015)—would be more responsive to the ways in which power works differently based on the disciplines at hand (Dyches, 2018/2022). For example, examining systems of power and oppression involved in vaccine distributions requires a different skill set and strategy approach than looking at representations of masculinity in Romeo and Juliet. Power Tools provides multidisciplinary ideas for how to implement CDL in secondary classrooms. Moreover, given the current and ongoing attacks on justice-centered teaching, this text will also serve a critical need: showing teachers how they can teach to name and disrupt oppression in ways that are also standards/discipline-based. The book offers 30 strategies, with 1-2 pages for each strategy. As an organizing feature in the beginning of the text, there is a vertical list of strategies in alphabetical order, with horizontal columns to the right: one for Critical Literacy Skill and another for Disciplinary Literacy Skill. This feature allows readers to quickly discern which tasks most immediately meet their instructional goals. Each brief chapter will follow the following format: ·A brief overview of each strategy, situated in research of best practices and critique; ·Two to three disciplinary examples for each CDL strategy (i.e. an example of a critical disciplinary literacy-oriented think aloud in seventh grade math and tenth grade ELA classroom). Strategy examples may include examples of student work, discussion prompts, dialogue between teacher and students, and reprintables; ·Ideas for addressing push back. This piece will be especially powerful for teachers concerned about fallout from opening up CDL oriented conversations.  Power Tools is the perfect text for courses such as Disciplinary Literacy, Secondary Literacy, Content Area Literacy, Methods/Strategies for Teaching Social Justice, Multicultural Education, ELA methods, Science methods, Social Studies methods, and Math methods. It is a valuable tool for both preservice and in-service teachers.

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9781975505547

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Reviews

"""This book presents a trove of research-based strategies that teachers can use to promote thoughtful, productive engagement with texts, helping students learn to read carefully, critically, purposefully, and with an informed skepticism across genres and content areas. With powerful examples and accessible descriptions for each strategy, the book is an exceptionally practical and timely resource for anyone interested in disciplinary literacy instruction.""--Zhihui Fang, PhD, University of Florida ""There is huge value in seeing how well known strategies can be used for incorporating a critical literacy orientation across disciplines. The explanations and examples provided for each strategy are detailed enough for teachers to use with their students and clear enough for teachers to embrace as inspiration for their own critical practice.""--Hilary Janks, PhD, Professor Emerita, University of the Witwatersrand ""'But how do we do this?!' Too often, educators are provided the what and why of justice-oriented practices without the requisite direction for incorporating these practices into their own instruction. Power Tools offers a robust response to this always-apt question through its presentation of critical disciplinary literacy. Opening the book with a succinct explanation of concepts, purpose, and audience, the authors make a clear argument for the implementation of critical disciplinary literacy in content area classrooms, borne out by the specific strategies and subject-specific examples that follow. This book puts the power of justice-oriented work in teachers' hands and, with its guidance, teachers have the power to enact it in their classrooms.""--Melanie Shoffner, PhD"

"""There is huge value in seeing how well known strategies can be used for incorporating a critical literacy orientation across disciplines. The explanations and examples provided for each strategy are detailed enough for teachers to use with their students and clear enough for teachers to embrace as inspiration for their own critical practice.""--Hilary Janks, PhD, Professor Emerita, University of the Witwatersrand This book presents a trove of research-based strategies that teachers can use to promote thoughtful, productive engagement with texts, helping students learn to read carefully, critically, purposefully, and with an informed skepticism across genres and content areas. With powerful examples and accessible descriptions for each strategy, the book is an exceptionally practical and timely resource for anyone interested in disciplinary literacy instruction.--Zhihui Fang, PhD, University of Florida But how do we do this?!"" Too often, educators are provided the what and why of justice-oriented practices without the requisite direction for incorporating these practices into their own instruction. Power Tools offers a robust response to this always-apt question through its presentation of critical disciplinary literacy. Opening the book with a succinct explanation of concepts, purpose, and audience, the authors make a clear argument for the implementation of critical disciplinary literacy in content area classrooms, borne out by the specific strategies and subject-specific examples that follow. This book puts the power of justice-oriented work in teachers' hands and, with its guidance, teachers have the power to enact it in their classrooms.--Melanie Shoffner, PhD"

Author Information

Dr. Jeanne Dyches (she/her) researches the relationship between curriculum and antiracist teaching practices. Specifically, she works to understand how teachers and students resist limitations of their curriculum in order to engage antiracist, emancipatory, and joyful secondary literacy instruction. A former high school English teacher and literacy coach, Dr. Jeanne Dyches is an associate professor at Iowa State University where she researches the relationship between curriculum and racial literacies. Dr. Dyches has won awards for her teaching on both the secondary and post-secondary levels. The American Educational Research Association, American Reading Forum, Society of Professors of Education, and Iowa Academy of Education have recognized Dr. Dyches' research and scholarly contributions to the field of education. Dr. Dyches has published in many journals, including Harvard Educational Review, Journal of Teacher Education, English Journal, and Journal of Adolescent and Adult Literacy.

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