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What is Disciplinary Literacy

Chapter 130
Encyclopedia of Information Science and Technology, Fourth Edition
The confluence of content knowledge, personal experiences, and the ability to read, write, listen and speak academically ( Wineburg & Resiman, 2015 ).
Published in Chapter:
Multimodal Literacy
Maryann Tatum Tobin (University of Miami, USA)
Copyright: © 2018 |Pages: 9
DOI: 10.4018/978-1-5225-2255-3.ch130
Abstract
Millennial readers are learning to navigate an increasingly robust system of symbols and patterns in order to become literate. This phenomenon, known as multimodal literacy, is providing for new and rich ways of teaching reading to address the complex thinking patterns of young students. However, the rapid pace of technological growth has created a confluence of basic literacy skills and the reading requirements of a multimodal world. Literacy educators must adapt their instruction to this new reality to prepare today's students for the challenges of this century and beyond.
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Chapter 6
The Role of Graphic Novels in K-12 Classrooms
Literacy as it is actualized within a discipline, using language and habits of thought that are customary in the discipline.
Published in Chapter: The Role of Graphic Novels in K-12 Classrooms; From: Disciplinary Literacy Connections to Popular Culture in K-12 Settings
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Chapter 27
Moving Beyond the Textbook to Reframe Disciplinary Literacy Using Text Sets: Content Area Literacy for Pre-Service Teachers
Specific kinds of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines.
Published in Chapter: Moving Beyond the Textbook to Reframe Disciplinary Literacy Using Text Sets: Content Area Literacy for Pre-Service Teachers; From: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
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Chapter 16
Integrating Disciplinary Literacy Practices in One-to-One Classrooms
Discipline specific literacy practices that serve to induct students into the habits of mind that are used by professionals in the discipline and requires strong content area knowledge on the part of teachers; for example, teaching students how to write a lab report in a science classroom.
Published in Chapter: Integrating Disciplinary Literacy Practices in One-to-One Classrooms; From: Handbook of Research on Transformative Digital Content and Learning Technologies
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Chapter 11
A Framework for Assessing Students' Written Explanations of Numerical Reasoning
Reading, writing, listening, and speaking that reflect the norms and values of experts in the field.
Published in Chapter: A Framework for Assessing Students' Written Explanations of Numerical Reasoning; From: Illuminating and Advancing the Path for Mathematical Writing Research
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Chapter 3
A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class
The specific approaches to reading, writing, and thinking taken up within academic fields.
Published in Chapter: A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class; From: Fostering Multiple Levels of Engagement in Higher Education Environments
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Chapter 2
“I Will Never Look at This Movie the Same Again”: Using Critical Literacy to Examine Popular Culture Texts Helps Adolescents Critique Social Issues
Practices, strategies, and skills utilized by experts to read, produce texts, and construct knowledge for the field.
Published in Chapter: “I Will Never Look at This Movie the Same Again”: Using Critical Literacy to Examine Popular Culture Texts Helps Adolescents Critique Social Issues; From: Disciplinary Literacy Connections to Popular Culture in K-12 Settings
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Chapter 8
Cross-Cultural Affordances of Digital Storytelling: Results from Cases in the U.S.A. and Canada
Includes the language and vocabulary specific to a discipline. For example, in Economics, one would need to learn, use, and understand words such as: entrepreneurship, global economy, supply and demand, opportunity cost, etc.
Published in Chapter: Cross-Cultural Affordances of Digital Storytelling: Results from Cases in the U.S.A. and Canada; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 17
The Role of Context in Defining Secondary Language Arts Instruction: A Cultural Perspective
Converging content knowledge, experiences, and skills and merging these with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.
Published in Chapter: The Role of Context in Defining Secondary Language Arts Instruction: A Cultural Perspective; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 3
The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy
The ability to manage discipline-peculiar semiotics for communicating discipline-specific knowledge, which, in most cases, involves text.
Published in Chapter: The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy; From: Examining Content and Language Integrated Learning (CLIL) Theories and Practices
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Chapter 17
Creating Praxis for Pre-Service Teachers: Developing Critical Consciousness Through Book Clubs
Disciplinary literacy refers to the expert-like habits and practices used within a discipline (e.g., math, science, etc.).
Published in Chapter: Creating Praxis for Pre-Service Teachers: Developing Critical Consciousness Through Book Clubs; From: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
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Chapter 10
The Quest for Learning: Promoting Engagement and Disciplinary Literacy Through Game-Based Quests
Teaching and learning that is focused on the knowledge, abilities, dispositions, and habits of mind of those who work, think, create, and communicate within a discipline or specific area of knowledge (e.g., how historians work and communicate as historians, etc.).
Published in Chapter: The Quest for Learning: Promoting Engagement and Disciplinary Literacy Through Game-Based Quests; From: Disciplinary Literacy Connections to Popular Culture in K-12 Settings
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Chapter 6
Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning
A perspective that focuses on literacy as the specific expert practices and skills a person needs to study in a specific subject area, such as English, history, mathematics, or science.
Published in Chapter: Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning; From: Effective Practices in Online Teacher Preparation for Literacy Educators
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Chapter 2
Learning to Read Literature Amidst the Science of Reading
A theoretical framework that focuses on literacy experiences as taking place in the context of academic disciplines, including their goals, values, epistemologies, preferred genres, and language varieties.
Published in Chapter: Learning to Read Literature Amidst the Science of Reading; From: Cultivating Literate Citizenry Through Interdisciplinary Instruction
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Chapter 5
Framework for Evaluating Written Explanations of Numerical Reasoning
Reading, writing, listening, and speaking specific to unique disciplines of study, such as writing in mathematics.
Published in Chapter: Framework for Evaluating Written Explanations of Numerical Reasoning; From: Assessing Disciplinary Writing in Both Research and Practice
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Chapter 12
Social and Emotional Teaching for STEAM Through Read-Aloud: Kindergarteners Learning to “Feel Courage-Able”
Knowledge of the speech, listening, reading, and writing practices that are needed for meaningful participation in the social and cognitive aspects of a field of study.
Published in Chapter: Social and Emotional Teaching for STEAM Through Read-Aloud: Kindergarteners Learning to “Feel Courage-Able”; From: Handbook of Research on Supporting Social and Emotional Development Through Literacy Education
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Chapter 9
Bye-Bye Basal: Multimodal Texts in the Classroom
An approach to skill and strategy development focused on the comprehension of material associated with specific school subjects.
Published in Chapter: Bye-Bye Basal: Multimodal Texts in the Classroom; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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