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Fostering Critical Disciplinary Literacy in Secondary Content Classrooms

Fostering Critical Disciplinary Literacy in Secondary Content Classrooms

Salika A. Lawrence, Tiffany Labissiere, Katherine De Oliveira
Copyright: © 2022 |Pages: 31
ISBN13: 9781668442159|ISBN10: 1668442159|ISBN13 Softcover: 9781668442197|EISBN13: 9781668442166
DOI: 10.4018/978-1-6684-4215-9.ch004
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MLA

Lawrence, Salika A., et al. "Fostering Critical Disciplinary Literacy in Secondary Content Classrooms." Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning, edited by Leslie Haas and Jill T. Tussey, IGI Global, 2022, pp. 56-86. https://doi.org/10.4018/978-1-6684-4215-9.ch004

APA

Lawrence, S. A., Labissiere, T., & De Oliveira, K. (2022). Fostering Critical Disciplinary Literacy in Secondary Content Classrooms. In L. Haas & J. Tussey (Eds.), Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning (pp. 56-86). IGI Global. https://doi.org/10.4018/978-1-6684-4215-9.ch004

Chicago

Lawrence, Salika A., Tiffany Labissiere, and Katherine De Oliveira. "Fostering Critical Disciplinary Literacy in Secondary Content Classrooms." In Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning, edited by Leslie Haas and Jill T. Tussey, 56-86. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4215-9.ch004

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Abstract

This qualitative study used a theoretical framework grounded in the intersection of 21st century learning, critical literacy, and disciplinary literacy to examine how a high school science and math teacher selected and used texts in her classroom. Data from a semi-structured interview, instructional materials, and student work samples were analyzed. Inductive content analysis generated themes about discipline-specific practice and strategies that cut across both content areas. Results suggest that texts in content classrooms can be used to foster critical disciplinary literacy skills that build upon students' outside-of-school interests and their use of technology.

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