Overview

Educators increasingly recognize the importance of disciplinary literacy for student success, beginning as early as the primary grades.This cutting-edge volume examines ways to help K-12 students develop the literacy skills and inquiry practices needed for high-level work in different academic domains. Chapters interweave research, theory, and practical applications for teaching literature, mathematics, science, and social studies, as well as subjects outside the standard core--physical education, visual and performing arts, and computer science. Essential topics include use of multimodal and digital texts, culturally responsive and sustaining pedagogy, and new directions for teacher professional development. The book features vivid classroom examples and samples of student work.

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9781462552870

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Reviews

An impressive work from well-known scholars who define disciplinary literacy and identify practical instructional strategies, while addressing the gaps, challenges, and strengths of the latest research. A key contribution is the inclusion of subject areas outside of the academic core, which previously have been neglected in disciplinary conversations. --Emily Howell, PhD, Department of Education and Human Development, Clemson University This excellent resource shows that all teachers--not just teachers of reading--can contribute to students' literate lives. There are significant differences in the ways in which literacy works across disciplines. If educators implemented the ideas contained in this volume, students' learning would improve dramatically. This practical book is a call to action to ensure that literacy is infused into every class across the learner's day. --Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University This is one of the most comprehensive and state-of-the-art references on disciplinary literacies for teacher educators, researchers, and K-12 teachers. The book extends the field by adopting an intersectional framework to unpack issues concerning multiliteracies, digital literacies, and culturally responsive/sustaining pedagogies. It can be used as a useful text to prepare the next generation of teachers and researchers to better support students' literacy learning in diverse subject areas. --Guofang Li, PhD, Professor and Canada Research Chair in Transnational/Global Perspectives on Language and Literacy Education of Children and Youth, University of British Columbia, Canada-

"""This excellent resource shows that all teachers--not just teachers of reading--can contribute to students’ literate lives. There are significant differences in the ways in which literacy works across disciplines. If educators implemented the ideas contained in this volume, students’ learning would improve dramatically. This practical book is a call to action to ensure that literacy is infused into every class across the learner's day.""--Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University ""This is one of the most comprehensive and state-of-the-art references on disciplinary literacies for teacher educators, researchers, and K-12 teachers. The book extends the field by adopting an intersectional framework to unpack issues concerning multiliteracies, digital literacies, and culturally responsive/sustaining pedagogies. It can be used as a useful text to prepare the next generation of teachers and researchers to better support students’ literacy learning in diverse subject areas.""--Guofang Li, PhD, Professor and Canada Research Chair in Transnational/Global Perspectives on Language and Literacy Education of Children and Youth, University of British Columbia, Canada ""An impressive work from well-known scholars who define disciplinary literacy and identify practical instructional strategies, while addressing the gaps, challenges, and strengths of the latest research. A key contribution is the inclusion of subject areas outside of the academic core, which previously have been neglected in disciplinary conversations.""--Emily Howell, PhD, Department of Education and Human Development, Clemson University ""Ortlieb, Kane, and Cheek bring together a stellar ensemble of researchers to discuss not only what disciplinary literacy is, but also what it should look like in today’s classrooms. The book starts from the central idea that disciplinary literacy must be a cross-curricular affair, as examples ranging from math to social studies, visual arts, and physical education eloquently demonstrate. Chapters use disciplinary literacy as a springboard for teachers to become more creative in their practices and for students to thrive. This volume is a much-needed addition to teacher education programs where discussions of literacy in the different disciplines and content areas take place.""--Raúl Alberto Mora, PhD, School of Education and Pedagogy, Universidad Pontificia Bolivariana, Colombia-"

Author Information

Evan Ortlieb, PhD, is Dean and Zucker Endowed Chair in Entrepreneurial Education Leadership in the Zucker Family School of Education at The Citadel. His expertise centers on literacy teacher preparation, leveraging diversity as an asset in classrooms, and educational leadership. Dr. Ortlieb currently serves as coeditor of the journal Literacy Research and Instruction. He has served as an area chair of the Literacy Research Association and a board member of the Specialized Literacy Professionals Special Interest Group of the International Literacy Association. He is Founder and President of the Ortlieb Foundation, a nonprofit organization that provides college scholarships for cancer survivors. Britnie Delinger Kane, PhD, is Associate Professor of Literacy Education and the department head for the Zucker Family School of Education at The Citadel. Her primary area of expertise is how teachers learn to teach in ways that are both conceptually rich and equitable. Dr. Kane is interested in teachers’ development across their careers, especially in the design of preservice teacher education, how teachers’ collaborative talk supports their professional learning, and how instructional coaching supports teachers’ professional learning. She studies these supports for teachers’ learning especially as they relate to disciplinary literacy, writing instruction, and the STEM fields, and has published in leading journals of research and practice. Earl H. Cheek, Jr., PhD, is the Patrick and Edwidge Olinde Endowed Professor Emeritus in the School of Education at Louisiana State University. He is an expert in literacy education, with specific interests in assessment, diagnostic–prescriptive instruction, content reading, struggling readers, and dyslexia. Dr. Cheek is a former middle and high school teacher and elementary reading specialist. He has served on the editorial boards of several national and international journals; is author or coauthor of over 120 books, articles, and chapters; and has presented more than 100 papers at state, regional, national, and international conferences.

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