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But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas
Author(s) -
Rainey Emily C.,
Maher Bridget L.,
Coupland David,
Franchi Rod,
Moje Elizabeth Birr
Publication year - 2017
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.669
Subject(s) - discipline , literacy , mathematics education , pedagogy , teaching method , psychology , information literacy , sociology , social science
In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students’ development of disciplinary inquiry, disciplinary concepts, and extended use of texts in secondary classrooms. Illustrations were drawn from a long‐term study of the teaching practice of attending teachers and preservice teaching interns affiliated with Clinical Rounds, the secondary undergraduate teacher education program at the University of Michigan. Conclusions are relevant for teachers seeking to design and enact disciplinary literacy teaching in their classrooms and for all literacy practitioners seeking a common language for recognizing and naming aspects of disciplinary literacy teaching across disciplinary domains.