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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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DL | Questions That Drive Deep Disciplinary Professional Learning

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DL | Questions That Drive Deep Disciplinary Professional Learning

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1 _ Questions That Drive Deep Disciplinary Professional Learning

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Disciplinary Literacy Strategies in Content Area Classes

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Disciplinary Literacy Strategies in Content Area Classes

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A Call to Action: What We Know About Adolescent Literacy Instruction

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A Call to Action: What We Know About Adolescent Literacy Instruction

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Disciplinary Literacy and the 2020 Colorado Academic Standards

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Disciplinary Literacy and the 2020 Colorado Academic Standards

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Disciplinary Literacy and the 2020 Colorado Academic Standards

In order to implement the 2020 Colorado Academic Standards (CAS) with fidelity and transform teaching and learning as the standards intend, we believe educators at all levels must gain a deep understanding of the intentional design principles used to develop the standards. Disciplinary literacy is the fundamental element found in all disciplines of the revised 2020 Colorado Academic Standards. As such, understanding disciplinary literacy is critical to being standards literate.
What is Disciplinary Literacy?
Disciplinary literacy is the intersection of content knowledge, experiences, and skills necessary to demonstrate understanding through the ability to read, write, communicate, and think critically using approaches unique to a specific discipline.

Tim Shanahan and Cynthia Shanahan, in their article " What Is Disciplinary Literacy and Why Does It Matter," contend that disciplinary literacy emphasizes the knowledge and abilities possessed by those who create, communicate, and use knowledge within the disciplines. It honors the thinking within disciplines of study and invites students to engage in the academic discipline while developing a voice as a member of that community.
Why Disciplinary Literacy?
What does it mean to read, write, think, and communicate like a scientist? What about as a historian, writer, musician, artist, engineer, or mathematician? In today's diverse and global world, these are questions teachers and their students should be considering. Doing so supports students' literacy, learning, and ability to more readily engage in the disciplines they study (Moje, 2008). These considerations also serve to develop teachers' instruction so they can apprentice students to negotiate and create texts in discipline-specific ways (Brozo, Moorman, Meyer, & Stewart, 2013). For example, students will read and write narratives, poetry, and speeches within an English classroom, be expected to read and perform musical scores in their orchestra classroom, read and write about scientifically-based phenomena in their science classroom, and understand and generate art in their art class.

Disciplinary literacy requires students to read and write in specialized ways for specialized purposes determined by the discipline (Moje, 2008; Shanahan & Shanahan, 2008). Each discipline requires students to employ particular knowledge, tools, and abilities to communicate, create, and use information within that discipline (Shanahan & Shanahan, 2012). Teachers must apprentice students through scaffolded instruction and guided practice, helping students "develop the capacity to read disciplinary specific texts through an insider perspective" (Buehl, 2011, p. 10).

Disciplinary Literacy General Resources:

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Disciplinary Literacy and the 2020 Colorado Academic Standards

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In order to implement the 2020 Colorado Academic Standards (CAS) with fidelity and transform teaching and learning as the standards intend, we believe educators at all levels must gain a deep understanding of the intentional design principles used to develop the standards.

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Disciplinary Literacy: Helping Students Develop Insider Knowledge

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Disciplinary Literacy: Helping Students Develop Insider Knowledge

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If we want students to learn biology, why not teach them to think, read and write like biologists? If we want them to learn history, shouldn't they learn to think, read and write like historians?

Approaching core subjects from this perspective is at the heart of disciplinary literacy. Now more than ever, it's become vital that educators instill literacy skills grounded in real careers, creating students with an expert's eye for real-world materials, regardless of the medium.

Content-area reading uses generic reading strategies, regardless of the text that's being read. But disciplinary literacy is a way of approaching text with the reading strategies employed by experts in a given field - experts have specialized ways of thinking, talking, and writing.

Historians require the lens of multiple perspectives, reading between the lines of several writers to arrive at their conclusions. Mathematicians seek absolute answers, first and foremost, using abstract reasoning and pattern recognition to make their findings. Scientists employ analytical skills to parse the validity of data in research reports, finding logical links between various findings before formulating their hypotheses.

These experts don't just rely on one resource. Their expertise is contingent on their own observations, along with the perspectives of others, expressed across several media types. Likewise, the days of using a single textbook as a teaching resource are over. Educators must begin using new types of resources in the classroom, including digital content and media to immerse students in real-world reading, writing and thinking.

The disciplinary literacy approach to reading reinforces the new era of teaching, which welcomes multiple resources and multiple media types, to help students form a grounded understanding of a subject that even experts would respect. Just recently, a superintendent said, "the combination of media integrated into the informational text makes students want to read."

The hallmark of any focus on literacy - disciplinary or otherwise - is instilling the need and the desire to want to read.

"Each discipline has unique ways of asking questions and solving problems. Similarly, each discipline has unique expectations for the types of claims that are made and the way those claims are supported. These differences play out in the ways that texts are written and in the demands those texts place on the readers. For these reasons, we can say that each discipline has its own discourse community, a shared way of using language and constructing knowledge." [1]

Although there is much debate about the purpose or primary job of schools, most who work in education would agree that an important purpose of a school is to develop literate individuals. The Common Core State Standards for English Language Arts[1] identify the capacities of a literate individual as follows:

1. They demonstrate independence.

2. They build strong content knowledge.

3. They respond to the varying demands of audience, task, purpose, and discipline.

4. They comprehend as well as critique.

5. They value evidence.

6. They use technology and digital media strategically and capably.

7. They come to understand other perspectives and cultures.

These broad statements about what it means to be literate led the standards' authors to decide that developing literacy in students is a joint responsibility that English Language Arts (ELA) teachers share with content area teachers. And while the foundational skills associated with literacy are infused in the K-5 ELA standards, the more specialized disciplinary literacy skills are listed in the Grades 6-12 Literacy in History/Social Studies, Science, and Technical Subjects[2]. The standards that ELA teachers are responsible for teaching are listed under the following headings:

Reading: Literature

Reading: Informational Text

Writing

Speaking and Listening

Language

Content area teachers are also expected to teach standards related to reading informational text and standards related to writing. Because research has shown that experts in a field have specialized ways of thinking, talking, and writing about information that separate insiders within the field from the general public, the authors of the standards want content area teachers to teach students the specialized knowledge and skills that readers and writers use within the content area or discipline. In an article in the Harvard Educational Review[1], Cynthia and Timothy Shanahan present a model of literacy development that includes three stages.

Basic Literacy: literacy skills such as decoding and knowledge of high-frequency words that underlie virtually all reading tasks.

Intermediate Literacy: literacy skills common to many tasks, including generic comprehension strategies, common word meanings, and basic fluency.

Disciplinary Literacy: literacy skills specialized to history, science, mathematics, literature, or other subject matter.

They argue that until recently, secondary (grades 6-12) educators have not focused enough attention on helping students master the discipline-specific ways of reading and writing that are characteristic of the content area that the teacher is teaching. Instead the literacy focus in secondary classrooms remained on the intermediate literacy skills that are common to many disciplines, such as previewing the text, activating prior knowledge, using graphic organizers, and summarizing the text. While these skills are necessary and have a definite place in the secondary classroom, literacy instruction that fully prepares students for college, careers, and adult life also includes a focus on the more specialized literacy skills of each discipline. When students are asked to think, read, write, speak, and listen like an expert in the field, they develop the insider knowledge needed to succeed with intellectually challenging tasks.

By studying professionals working within a discipline, researchers recognized that the way historians read, write, and think is different from the way scientists or mathematicians use literacy skills within their work. A broad body of research on adolescent literacy development[2] suggests that while the literacy demands of school and the workplace have increased over time, the way we approach teaching literacy skills has not changed enough. The thinking and reasoning skills that individuals need to thrive in 21 st century daily life and professional careers are developed as content area teachers focus on teaching both the content of the field of study and the specialized literacy skills associated with the discipline.

The standards for Grades 6-12 Literacy in History/Social Studies, Science, and Technical Subjects do not replace subject area standards, but instead complement them. These standards require teachers to use their content area expertise to help students master the challenges of thinking, reading, writing, speaking, and listening in the various subject areas.

In keeping with the standards, the focus of disciplinary reading should be on the following:

Key Ideas and Details

Citing Evidence from Text

Central Ideas, Details, and Summary

Craft and Structure

Vocabulary

Text Structure

Integration of Knowledge and Ideas

Text Features

Author's Point of View, Fact or Opinion

Comparison

Range of Reading and Level of Text Complexity

Disciplinary writing should focus on:

Text Types and Purposes

Argument Writing

Informational/Explanatory Writing

Production and Distribution of Writing

Clarity and Coherence; Attention to Task, Purpose, and Audience

Writing Process and Revision

Use of Technology

Research to Build and Present Knowledge

Generating Questions and Conducting Research

Gathering Relevant Information

Drawing Evidence

Range of Writing

Let's take a brief look at the literacy demands of selected subject areas outside of English Language Arts and think about how teachers develop students' thinking, reasoning, and communication skills by emphasizing the specialized way that experts in that subject area approach some of the focus areas listed above.

Thinking, Reading, Writing, Speaking, and Listening in Social Studies

Extensive work has been done on elucidating the skills historians and other social scientists use to do their work. Broadly speaking, historians study documents and other artifacts from the past to develop and communicate an understanding of what was occurring at a particular time in history. They are keenly aware that documents...

present an incomplete picture of an actual event

represent a particular point of view, and

reflect the thinking and perspective of the author.

Historians want to know more than what happened in the past. They also want to understand why certain events happened. Why did people do what they did? How does what happened in the past connect to and inform the present? What does the past tell us about what might happen in the future?

Key ideas in the Grades 6-12 Literacy in History/Social Studies standards for reading include:

Analysis and Summary of Primary and Secondary Sources

Meaning of History/Social Studies Words and Phrases

Description and Analysis of Text Structure

Identification, Comparison, and Evaluation of Aspects of Text that Reveal Author's Point of View

Integration of Visual Information, Quantitative and Qualitative Information, and Multiple Sources

Analysis of Author's Claims

Comparison of Treatment of Topic in Primary and Secondary Sources

The writing standards do not differ by content area, but assume that the writing will be specific to the content of the discipline. The following is a sample of expectations from the writing standards. These examples are for students in grades 6 to 8.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating related, focused questions that allow for multiple avenues of exploration.

Many social studies teachers address the literacy standards as they teach social studies content by structuring their classes with a focus on social science inquiry and asking questions. They present students with primary source materials and guide students to ask important questions related to the documents they are reading. The Stanford History Education Group has developed a free online curriculum entitled, "Reading Like a Historian."[3] Each lesson in the curriculum is focused on a central question and includes a set of primary source documents. Students are expected to investigate the set of documents using the following historical thinking skills:

Sourcing - Who wrote this? What is the author's point of view? Why was it written? When was it written (a long or short time after the event)? Is this source believable? Why? Why Not?

Contextualizing - What else was going on at the time this was written? What was it like to be alive at this time? What things were different back then? What things were the same? What would it look like to see this event through the eyes of someone who lived back then?

Close Reading - What claims does the author make? What evidence does the author use? What language (words, phrases, images, symbols) does the author use to persuade the document's audience? How does the document's language indicate the author's perspective?

Corroboration - What do other documents say? Do the documents agree? If not, why? What are other possible documents? What documents are most reliable?

Students using the Stanford materials improved their reading comprehension, historical reasoning skills, and factual recall.[4] A major strength of the Stanford materials is that they provide a model that school districts and individual teachers are using to develop additional instructional materials. The historical thinking skills listed above certainly help students who wish to become historians, but they also provide students with reasoning skills that serve them well in a wide range of situations.

Thinking, Reading, Writing, Speaking, and Listening in Science

The traditional science class has included a number of assignments that appear on the surface to replicate the kinds of reading and writing that scientists do. Students read laboratory investigations to prepare for labs. They develop lab reports to tell about laboratory experiments they conducted in class. However, in the past, many science educators have worked to eliminate the need for students to struggle with the literacy demands of science laboratory work because they wanted to focus on laboratory skills and the science content.

Well-taught science classes have always emphasized collecting and analyzing data. Students have been taught that scientists respect data; they spend time developing powerful representations of data such as graphs and charts; and they value being able to replicate an experiment and get data that is similar to the data collected by other scientists who did the same experiment. However, science classrooms have not always emphasized the literacy skills that are an integral part of the work of scientists.

In their professional work, scientists...

Read research reports that include abstracts, section headings, figures, tables, diagrams, drawings, photographs, reference lists, and endnotes. Often scientists do not read the entire document, but only the parts of the report that are of special interest.

Use technical vocabulary which often contain Latin or Greek roots. The vocabulary terms sometimes have one meaning in everyday discourse and a different and highly specialized meaning in science.

Use categories and taxonomies that represent abstract ways of thinking that are not typically captured in everyday thinking.

Analyze research reports of scientific findings through the lens of scientific reasoning. Key questions they consider include the following:

What are the functions of the investigation-to explore, check previous results, test the explanatory power of a theory? The functions of the investigation will influence how the reader evaluates the evidence presented.

What data has been collected and how has it been analyzed? Is the data appropriate to the questions and conclusions reached?

What are the trade-offs of the research design, weighing what we can learn from experiments with controlled conditions versus what we can learn from naturalistic or direct observations?

What are the logical links between data, findings, previously related research and widely accepted theory?

What are potential sources of bias that may influence the findings and recommendations?[5]

Key ideas in the Grades 6-12 Literacy in Science and Technical Subjects standards for reading include the following:

Analysis and Summary of Science and Technical Texts

Following a Multistep Procedure

Understanding Symbols and Key Terms

Analysis of Text Structure

Purpose of Explanations and Procedures

Integration of Information Presented in Diverse Formats

Analysis and Evaluation of Reasoning and Evidence Presented in Text

Comparison of Findings from Varied Sources

Although the writing standards are the same as for history/social studies, they assume that the writing will be specific to science and technical content. The following is a sample of expectations from the writing standards. These examples are for students in grades 9 to 10.

Develop claim(s) and counterclaims fairly supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Engaging students in well-designed scientific inquiry in the classroom, including developing scientific explanations after completing experiments, allows them to develop the skills and the habits and thought processes of scientists. Helping students identify areas of interest within science and then working with them to conduct in-depth research over time allows them to gain detailed insight into how knowledge within the sciences develops. Teaching students how to question evidence and the logic of others helps them develop a set of skills that serve them well in any number of settings. For example, these same reasoning skills can be used in making personal health decisions, in making financial decisions, as well as in making decisions related to civic and political issues.

Thinking, Reading, Writing, Speaking, and Listening in Mathematics

During the first year of their Carnegie-sponsored research on disciplinary literacy, the Shanahans (see footnote on page 1) worked with experts in history, mathematics, and chemistry to understand more about the specialized literacy skills of each discipline. The mathematicians in the study emphasized the importance of reading and re-reading text. They spoke to the importance of specialized vocabulary and understanding that the meaning of symbols may change depending on the context. Mathematicians also spend much of their professional time reading and interpreting graphs, charts, and tables.

A major goal of the Common Core State Standards for Mathematics is to ensure that students spend time thinking about and solving worthwhile mathematics problems. The goal is to have students develop the habits of mind of the mathematician. The Standards for Mathematical Practice[6] identify eight skills that teachers at all levels should seek to develop in students. The standards are as follows:

Mathematically proficient students

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

In the mathematics classroom, students should have opportunities to address the standards for Grades 6-12 Literacy in Science and Technical Subjects, but the emphasis should be on the mathematics practices. Mathematics educators see practices 1 and 6 as reflecting overarching habits of mind of the mathematician. Many see practices 2 and 3 as practices that all contributing members of the mathematics community use on a regular basis as they communicate with others. They see practices 4 and 5 as being particularly relevant to how people use mathematics in many work settings, while practices 7 and 8 relate more closely to the work of theoretical mathematicians.

When students work with rich, real-world problems, they have the opportunity to use and develop many of the mathematics practices. The modern mathematics class requires students to collaborate and work with others to solve problems. Teachers give students opportunities to discuss different approaches to the same problem and ask them to think and talk about whether the answer makes sense in a real-world setting. Students also discuss whether or not their approach yielded a correct answer. Was the approach efficient? Can it be generalized, and will it work for all numbers? Why or why not? Through rich discussion, students develop mathematical thinking and reasoning skills as well as the ability to critique their own reasoning and the reasoning of others. Again, the reasoning and thinking skills serve students well in a wide range of settings and situations.

Thinking, Reading, Writing, Speaking, and Listening in Other Subject Areas

Although researchers have not shared in-depth studies related to the disciplinary literacy skills of artists, musicians, athletes, chefs, and a variety of other professionals, educators in many places are working to apply the principles of disciplinary literacy to the secondary subject areas that they teach. Teachers of art, music, physical education, career and technology education, and other subject area classes recognize the applicability of the general concepts of disciplinary literacy to the work they do with students and they also recognize that they have a role to play in developing literate graduates.

When asked what disciplinary literacy looks like in music, Tim Shanahan replied

Some fields draw from one or more disciplines and that means their reading and writing experience will be similar to the reading and writing routines, language, and insights of those related to those fields. I think that is something to be candid about with students: musical scholarship requires the ability to handle technical materials like a scientist, historical materials like a historian, and criticism in the fashion of a music critic; and students would necessarily have to recognize the diversity of those demands and adjust accordingly.[7]

Some educators working within the arts, however, feel strongly that there are ways of thinking and communicating that are specialized to their subject areas and feel that articulating these specialized skills and developing them within students will enrich how students approach problem solving. The Wisconsin Department of Public Instruction suggests the following eight steps to building knowledge in the arts through literacy:

Build prior knowledge.

Build specialized vocabulary.

Learn to deconstruct complex visual representation of ideas.

Use knowledge of artistic elements and genres to identify main and subordinate ideas within the piece.

Articulate what the graphic representations mean within a work or ideas to support its main components.

Pose discipline-relevant questions.

Compare artistic elements of the work to other artwork.

Use reasoning within the discipline (What counts as evidence to evaluation claims?)[8]

Karen Beerer, Ed.D. has 28 years of experience in public education as a teacher, reading specialist, principal, supervisor of curriculum and professional development, and Assistant Superintendent for Curriculum, Instruction and Assessment. She received her Ed.D. from Lehigh University in Curriculum and Instruction. Dr. Beerer has a passion for professional development, specifically, helping educators utilize research-based practices in instruction to help all students achieve. Sources
[1] Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy. Harvard Educational Review, 78(1), 40-59. Retrieved January 29, 2016, from schools.nyc.gov/NR/rdonlyres/68122E6C-6783-46F4-80AD-505229C336C9/0/ShanahanArticle061909.pdf.

[2] Lee, C. D., & Spratley, A. (2010). Reading in the Disciplines: The Challenges of Adolescent Literacy | Carnegie Corporation of New York. Retrieved February 1, 2016, from https://www.carnegie.org/publications/reading-in-the-disciplines-the-challenges-of-adolescent-literacy/

[3] Intro to Historical Thinking | Stanford History Education Group. (n.d.). Retrieved February 1, 2016, from https://sheg.stanford.edu/intro-historical-thinking

[4] Reisman, A. (2012). Reading like a historian: Document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112.

[5] Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.

[6] Standards for Mathematical Practice. (2010, June). Retrieved February 04, 2016, from http://www.corestandards.org/Math/Practice/

[7] Shanahan, T. (2014, December 15). Shanahan on Literacy. Retrieved February 10, 2016, from http://www.shanahanonliteracy.com/2014/12/disciplinary-literacy-what-about-music.html

[8] Wisconsin Department of Public Instruction. (n.d.). Disciplinary Literacy in Art & Design. Retrieved February 11, 2016, from https://sites.google.com/a/dpi.wi.gov/disciplinary-literacy-in-fine-arts/home

[1] English Language Arts Standards. (2010, June). p. 7. Retrieved February 1, 2016, from http://www.corestandards.org/ELA-Literacy/

[2] English Language Arts Standards. (2010, June). Retrieved February 1, 2016, from http://www.corestandards.org/ELA-Literacy/

[1] Rainey, E., & Moje, E. B. (2012). Building Insider Knowledge: Teaching Students to Read, Write, and Think within ELA and across the Disciplines. English Education, 45(1). Retrieved February 1, 2016, from http://www.literacyinlearningexchange.org/building-insider-knowledge-teaching-students-read-write-and-think-within-ela-and-across-disciplines

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Disciplinary Literacy: Helping Students Develop Insider Knowledge

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If we want students to learn biology, why not teach them to think, read and write like biologists? If we want them to learn history, shouldn't they learn to think, read and write like historians? Approaching core subjects from this perspective is at the heart of disciplinary literacy.

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What is Disciplinary Literacy and Why Does it Matter?

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What is Disciplinary Literacy and Why Does it Matter?

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R | Questions for Interpreting Visual Text

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R | Questions for Interpreting Visual Text

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M2_H1_Questions for Interpreting Visual Text_0

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W | Sample Prompts for Providing Feedback to Student Writers 

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W | Sample Prompts for Providing Feedback to Student Writers 

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W | Sample Questions for Bell-Ringer Writing

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W | Sample Questions for Bell-Ringer Writing

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M4_H1_Sample Questions for Bell-Ringer Writing_0

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I | Banchi and Bell’s Four Levels of Inquiry

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I | Banchi and Bell’s Four Levels of Inquiry

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M5_H1_Banchi and Bell's Four Levels of Inquiry_0

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I | Shifts for Implementing Inquiry in the Disciplines

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I | Shifts for Implementing Inquiry in the Disciplines

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My Most Important Take-Aways About Disciplinary Literacy

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My Most Important Take-Aways About Disciplinary Literacy

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Do you, a student or a colleague who has an idea worth sharing? Encourage them to apply as a speaker for next year's TEDx event. This is a PSD-wide event. If you're interested, complete this form and Steph will reach out to you in the fall. =)
https://forms.gle/AwGX2GQUhmJN4dQw7

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Contents _ Developing Readers in the Academic Disciplines, Second Edition - Contents

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Ch 1 | Mentoring Students in Disciplinary Literacy 

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Ch 1 | Mentoring Students in Disciplinary Literacy 

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1_Developing Readers in the Academic Disciplines, Second Edition

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Ch 2 | Teaching Comprehension of Complex Disciplinary Texts

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Ch 2 | Teaching Comprehension of Complex Disciplinary Texts

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2_Developing Readers in the Academic Disciplines, Second Edition

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Ch 3 | Teaching to the Match: Bridging Academic Knowledge Gaps

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Ch 3 | Teaching to the Match: Bridging Academic Knowledge Gaps

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3_Developing Readers in the Academic Disciplines, Second Edition

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Ch 4 | Frontloading Instruction That Activates and Builds Academic Knowledge

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Ch 4 | Frontloading Instruction That Activates and Builds Academic Knowledge

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4_Developing Readers in the Academic Disciplines, Second Edition

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Ch 5 | Building Inquiring Minds Around Disciplinary Texts

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Ch 5 | Building Inquiring Minds Around Disciplinary Texts

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5_Developing Readers in the Academic Disciplines, Second Edition

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Ch 6 | Instructional Practices for Working Complex Disciplinary Texts

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Ch 6 | Instructional Practices for Working Complex Disciplinary Texts

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6_Developing Readers in the Academic Disciplines, Second Edition

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7_Developing Readers in the Academic Disciplines, Second Edition

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Appendix_Developing Readers in the Academic Disciplines, Second Edition

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Ten Lessons from Black Literary Societies

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Ten Lessons from Black Literary Societies

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Ch.1 _ Ten Lessons From Black Literary Societies

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Learning and Understanding Students’ Histories, Identities, and Literacies: A List of Questions

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Learning and Understanding Students’ Histories, Identities, and Literacies: A List of Questions

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Ch.2 _ Learning and Understanding Students Histories Identities and Literacies A List of Questions

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Understanding How Students See Themselves: A List of Questions

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Understanding How Students See Themselves: A List of Questions

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Ch.3 _ Understanding How Students See Themselves A List of Questions

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MSNBC (Left bias) announced it's canceling opinion commentator Mehdi Hasan's Sunday night show on Thursday, drawing opinions from journalists and media outlets. For Context: Hasan is known...

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AllSides | Balanced news via media bias ratings for an unbiased news perspective

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We use media bias ratings to provide balanced news, perspectives and issues across the political spectrum. Unbiased news coverage doesn't exist - there is no such thing as unbiased news or t

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We read news all day and argue all night - to make sure your 5 minutes are well spent.

Our politically diverse editorial team of liberals and conservatives start with:

1

What's being covered?

We scour 30+ publications to see what's making the top news.

2

What are people talkingabout?

Leverage tools like Newswhip, Blue Feed, Red Feed, and social media to see what's trending.

3

Choose 1 topic (sometimes 2)

Must be substantive and/or offer fresh perspectives on a given topic.

4

Read. Read. Read.

Read all the recent op-eds and analyses on the topic/topics, and choose the most thoughtful and informative articles from each side. Here are the tools we use to determine our Left and Right categorizations:
‍

Survey and analysis from the Pew Research Center

Survey and analysis from the Knight Foundation

Media bias ratings from AllSides

Media Bias/Fact Check

Berkman Klein Center study on the 2016 election coverage

In addition to the publications themselves, we also pay attention to the self-described and perceived political leanings of the authors we cite.

5

Choose the most representative and thought-provoking snippet

This is the fun part, where every article and snippet we choose is fact-checked, and approved by at least one liberal AND one conservative team member:

6

In your inbox-every weekday morning!

And we also add a light-hearted article to brighten your day :)

"It's so much more than just an email..."

"... gets me thinking more about right and wrong, instead of right and left."

"Huge time saver. Efficient. Concise. Fair."

Our readers say they feel:

"...more optimistic seeing that sometimes both sides agree on something."

"...helps me understand how different people are telling the same stories each week, without the hair-on-fire reactions."

"...a bit like political meditation."

"

Geoff Pallay
Editor-in-chief of Ballotpedia

"In a time where it is hard to cut through the noise, I enjoy opening up The Flip Side each morning to see an aggregate collection of various viewpoints on major issues."

"

Debra Mashek
Executive Director, Heterodox Academy

"In a polarized world flooded with soundbites and quick takes, The Flip Side delivers daily a much-needed dose of constructive engagement with views from across the ideological spectrum. The Flip Side demonstrates the value of multiple perspectives when trying to understand the nuances of our complex world."

"

Anthony Pennay
Chief Learning Officer, Ronald Reagan Foundation

"In his farewell address, President Reagan cited the need for 'an informed patriotism.' Too often, informed in the modern world means fully immersed in a bubble. For our democracy to thrive, the next generation of citizens needs to be able to critically examine issues from multiple points of view. The Flip Side is a quick, easy way to develop that habit, and get beyond the bubble."

Wake up to a more balanced view of the world tomorrow...

"...the only daily email I receive that I read every day without fail - and I receive a lot!"

Thank you! Your submission has been received!

Oops! Something went wrong while submitting the form. Please email us at admin@theflipside.io if you continue to have issues!

The Flip Side is on a mission to help bridge the gap between liberals and conservatives.

We're a one-stop shop for smart, concise summaries of political analysis from both conservative and liberal media. Our goal is to become a news source for liberals, moderates, independents, conservatives, and even the apolitical.

It's hard to convince liberals to watch Fox or conservatives to watch MSNBC. But if everyone takes 5 minutes a day to read The Flip Side, we'll have a starting point when talking to our friends and neighbors.

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"Keeps me grounded in reality and not just in my bubble." "I find it calms me down. If you only get one perspective it feeds the outrage machine." "...it gives me information to have civil discussions with people on the flip side."

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Differentiate news sources to make the best decisions

Ad Fontes Media helps businesses, consumers, educators, and platforms navigate today's complex and dynamic news landscape. We provide data, tools, and educational resources for all stakeholders in quality news media.

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Home of the Media Bias Chart® - Ad Fontes Media rates the news for bias and reliability via a proven methodology and politically balanced...

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Research Guides: Evaluating Sources: The CRAAP Test

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Use the resources in this guide to help you develop the critical evaluation skills to select the best books, journal ariticles, and web sites to support your research projects.

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Concept

Happyfeed was designed & built by me, Matt Kandler, to solve my own problem. While co-founding another (now failed) startup, I got hooked on positive psychology to help balance the stress of trying to launch a product. One of the most common mood-boosting practices is called "3 good things" or gratitude journaling. This is the act of recording and reflecting on three positive moments (or things you are grateful for) each night. I started writing in a basic Google doc, but I noticed some problems:

Notebooks get lost, filled up, ruined in the wash, dropped in the mud, or read by your roommate. Why not use your phone? It's secure, can sync to the cloud, makes it easy to add photos, and can be accessed anytime.

Forming a new habit is tough, especially with barriers like finding your misplaced notebook, searching for a Google doc, or opening Microsoft Word on your ancient computer. Most people fall asleep with their phone just inches away (another big problem).

Looking through old journals is a such a joy, but how often do we actually do this? With an app, you can create ways easily surface the past moments that really mattered.

The first version of Happyfeed was a simple iOS app - you couldn't even edit or delete moments. Nevertheless, people discovered and started using it. Since then, I've had conversations with hundreds of journalers that have led to all sorts of new features ranging from an edit button to the Happiness Jar.

Mission

Happyfeed was created by an engineer with a passion for design and love of experimentation. Every new feature is constantly improved upon and takes advantage of the latest technologies. We value feedback from our users above all else. Though we may not build every single suggestion, each conversation helps us learn more about how Happyfeed is used and how to steer the product in the right direction.

We recognize that technology has the power to both help and harm our mental health. When we see a beautiful sunset, we shouldn't worry about how many likes it could get us. Instead, we should learn to savor that feeling and remember that little moments like that exist everywhere.

We believe that mental health is better with support. Friendship and social support are major factors in our well-being and happy moments should be shared (appropriately). We're constantly trying to find the balance between creating private memories and selective sharing to enhance those moments.

Our goal is to build something that stays with you for as long as you'd like to find more happiness. We get excited about finding new ways to bring positive psychology research into simple, delightful experience in our little app.

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Happyfeed was designed & built by me, Matt Kandler, to solve my own problem. While co-founding another (now failed) startup, I got hooked on positive psychology to help balance the stress of trying to launch a product. One of the most common mood-boosting practices is called "3 good things" or gratitude journaling.

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Become a TED Member

Want to hear more great ideas like this one? Sign up for TED Membership to get exclusive access to captivating conversations, engaging events, and more!

This talk was presented to a local audience at TEDxBloomington, an independent event. TED's editors chose to feature it for you.

Read more about TEDx.

Join the happiness movement.

This talk was presented to a local audience at TEDxBloomington, an independent event. TED's editors chose to feature it for you.

Read more about TEDx.

Join the happiness movement.

About the speaker

Shawn Achor is the CEO of Good Think Inc., where he researches and teaches about positive psychology.

Learn more

About TEDx

TEDx was created in the spirit of TED's mission, "ideas worth spreading." It supports independent organizers who want to create a TED-like event in their own community.

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