Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning

Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning

Release Date: May, 2022|Copyright: © 2022 |Pages: 391
DOI: 10.4018/978-1-6684-4215-9
ISBN13: 9781668442159|ISBN10: 1668442159|EISBN13: 9781668442166
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Description & Coverage
Description:

All students deserve inclusive and engaging learning experiences. Opportunities for student growth and environments that honor culture and language are essential in a modern society that promotes inclusivity. Thoughtful disciplinary literacy practices offer embedded opportunities across grade levels and content areas to support inclusive classroom cultures. Therefore, the value of culturally and linguistically responsive pedagogy, supported through literacy experiences, should not be underestimated and should become a priority within K-12 education.

Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning develops a conceptual framework and pedagogical support for disciplinary literacy practices related to culturally and linguistically responsive teaching and learning. It presents a variety of research and practice protocols supporting student success through explored connections between disciplinary literacy and inclusive pedagogical practices. Covering topics such as cultural awareness, racialized text, and gender identity development, this premier reference source is an indispensable resource for pre-service teachers, educators of K-12 and higher education, educational administration, government officials, curriculum directors, literacy professionals, professional development coordinators, teacher preparation programs, libraries, researchers, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Academic Engagement
  • Cultural Awareness
  • Culturally Relevant Curriculum
  • Disciplinary Literacy
  • Gender Identity Development
  • Identity Exploration
  • Oral Storytelling
  • Popular Culture
  • Pre-Service Teachers
  • Racialized Text
  • Responsive Leadership
  • Secondary Content Classrooms
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Editor/Author Biographies

Leslie Haas' experience in literacy education includes teaching at the K-12, undergraduate, and graduate levels. Additional experiences include instructional coaching, professional development, curriculum design, and department administration. Opportunities in highly diverse settings have acted as both a catalyst and foundation for her focus on integrating and connecting literacy across disciplines through culturally and linguistically responsive instructional practices. She is particularly interested in literacy opportunities for underrepresented populations through engagement with popular culture, specifically online gaming and fanfiction. ​

Jill T. Tussey's career in literacy education has provided a variety of experiences in curriculum and instruction across K-12, undergraduate, and graduate courses. Her areas of interest include student engagement and motivation with targeted focus on digital literacy, poverty impacts, and social-emotional learning. Service leadership is important to Dr. Tussey and can be clearly seen in her current work as the Division Chair for Literacy, TESL, and Early Childhood at Buena Vista University. She has authored and edited books, chapters, and journal articles. Additionally, she has presented at local, state, national, and international settings over a variety of literacy topics.

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