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Dad chose my first name. When he was in grade school he had a crush on a little girl named Megan. She had brown eyes and hair. Ever since, he always had an affinity with the name. He told my mom, if he had a daughter, he wanted to name her Megan. Mom chose my middle name after her favorite Aunt Marie. They’d spend the summers together in Oklahoma. Everyday Aunt Marie would fry her up some fish, freshly caught by Uncle Ralph. Last name was given to me. Landaluce means “deep valley” in Basque. I’ve assumed that my ancestors were called by the physical place they called home.

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My community consists of family, close friends, church, university, and the sagebrush landscape with which I live in. I live in a safe, clean, nurturing environment.

Safe, clean, nurturing environments can be taken for granted or seen as a breeding ground for privilege. It's important to be aware of this.

Boise is a predominantly white city.

Although I’ve lived in diverse NYC, I still have cultural bias that comes from small town roots.

What I find “normal”, what I "expect" from people, and who I am, is all formed by the people, customs, cultures, and landscapes from which I was raised.

It’s important to explore where my funds of knowledge (Dobai, 2018) come from, for this ultimately creates a template from which any individual creates their narratives, or makes meaning of the world around them.

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I write and read for pleasure everyday. I’m fulfilled by ritual. I feel grounded by the Bible, daily devotionals, journaling, and poetry.

I love exploring different genres, voices, and stories.

I love reading and writing! This love wasn't known to me in high school. Part of my calling and passion for education in the ELA classroom stems from my previous lack of self realization in the discipline.

I want to serve my future students in finding their voice through choice in reading and writing.

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SELF AS DISCIPLINARY EXPERT AND DISCIPLINARY TEACHER: STRENGTHS AND WEAKNESSES

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SELF AS DISCIPLINARY EXPERT AND DISCIPLINARY TEACHER: STRENGTHS AND WEAKNESSES

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My greatest strength is my love and compassion for humanity.

My greatest weakness is my knowledge and experience with ELLs, and knowing how to provide an equitable experience despite language and cultural barriers.

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SELF AS DISCIPLINARY EXPERT AND DISCIPLINARY TEACHER: INTEREST IN MY DISCIPLINE

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SELF AS DISCIPLINARY EXPERT AND DISCIPLINARY TEACHER: INTEREST IN MY DISCIPLINE

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I find language incredibly fascinating, mysterious, and nostalgic.

Reading is so valuable to society, for it allows people to engage and empathize with others’ cultures, stories, and struggles.

Literature and writing has the power to connect us in a way that’s irreplaceable.

I would consider myself knowledgeable in poetics. It’s my first love of ELA.

I will continue learning about diverse genres, forms, and stories from other cultures outside of the American-British canon.

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DISCIPLINARY LITERACY PERSPECTIVES: FUTURE STUDENTS' READINESS TO LEARN CONTENT

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DISCIPLINARY LITERACY PERSPECTIVES: FUTURE STUDENTS' READINESS TO LEARN CONTENT

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It’s important to ensure that students from all cultures, backgrounds, and languages have equitable access to texts, and information within your discipline.

Student’s prior knowledge and background must be known and considered when integrating disciplinary literacy.

If a student lacks the foundation or the language to learn, frustration will overcome content.

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DISCIPLINARY LITERACY PERSPECTIVES: LITERACY & EQUITY

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DISCIPLINARY LITERACY PERSPECTIVES: LITERACY & EQUITY

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Disciplinary literacy, when done well “provides opportunities for children and youth to bridge, navigate, and or reconstruct both everyday and academic discourses in ways that allow them to learn disciplinary concepts and literacy skill and practices, to achieve in school setting, and to make contributions to and changes in society” (Moje,2007).

Despite students differences, talents, or experiences disciplinary literacy should ensure that every student is provided the skills and tools needed to be successful in a discipline, thus creating equity within the classroom.

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Californians Dedicated to Education Foundation

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DISCIPLINARY LITERACY PERSPECTIVES: PRESSURE POINTS & RESISTANCE 

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DISCIPLINARY LITERACY PERSPECTIVES: PRESSURE POINTS & RESISTANCE 

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As with any discipline, there will inevitably be students who loathe reading or writing or both. There will also be students who enjoy the content but struggle because they are ELLs.

My hope and mission will be to serve these students with my fullest potential through disciplinary literacy.

There may be resistance within the culture of a school regarding disciplinary literacy. If school-wide there isn’t a cohesive consensus that's defined and implemented based on common goals, resistance may prove problematic.

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DISCIPLINARY LITERACY PERSPECTIVES: MY DEFINITION OF "DISCIPLINARY LITERACY"

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DISCIPLINARY LITERACY PERSPECTIVES: MY DEFINITION OF "DISCIPLINARY LITERACY"

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Disciplinary literacy is the explicit instruction and implementation of reading and writing skills and tools that are unique to each discipline with the goals of teaching students to “think, read, and write like an insider/expert” (Brozo, 2013) of any given discipline.

It’s a specialized way of reading, writing, thinking, speaking and listening within each individual discipline.

Disciplinary literacy is a tool teachers should use to prepare students for college and career readiness. Just as subject and content are unique in every subject, so are texts, language demands, prior knowledge needed, and specialized skills used.

Disciplinary literacy is the responsibility of the teachers: the masters of the literacy demands of their disciplines, to support students in learning. (ILA, 2015).