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I can't stop myself from reading for information to try to be better at the things I do: mom, English teacher, journalism teacher, wife, human (usually in that order with a few inbetween, ha!), so I am constantly exploring the world of disciplinary literacy.  I read NCTE & NSPA journals, and I love to make time for any magazines. I am a sucker for non-fiction books about self-improvement and leadership. I really love reading articles that I find via twitter from different people or organizations I follow. If I don't have time to read, I just text myself a link, so I have a library of reading anytime, anywhere in my phone when I do have time. I also love that NCTE and others will use social media as a professional connection/community to comment and suggest to each other using #NCTEchat or #NCTEvillage; it's a wealth of resources that never end. I garnered so many YAL recs for my 9th lit last year just reading through twitter. I've found more resources than I can use with just this one area. The switch between voices and literacy is a consant for me (well for all of us), and I do my best to adjust my voice and expectations based on whatever or whoever I'm working with. That is easier said than done, but we are constantly learning and hopefully improving because of it.
*I have used padlet in my classroom and in professional devo.:)

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I spend a lot of time reading young adult literature. As an English teacher, I am always trying to stay current with young adult novels because independent reading is huge in my classroom. We read for 10-15 minutes everyday in class, and I like to spend a few minutes during each class period giving a book talk for my students. I try to stay up to date for their sake and mine. I also spend my own personal time reading articles on current events. I don't have a lot of extra time in my life, so I at least like to know what is going on in the world. I often find that this connects with my teaching and whatever we are studying at the time. I don't subscribe to any English journals, but I am constantly reading new things that are discipline specific while I am in my masters classes. 

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I spend a lot of time reading young adult literature. As an English teacher, I am always trying to stay current with young adult novels because independent reading is huge in my classroom. We read for 10-15 minutes everyday in class, and I like to spend a few minutes during each class period giving a book talk for my students. I try to stay up to date for their sake and mine. I also spend my own personal time reading articles on current events. I don't have a lot of extra time in my life, so I at least like to know what is going on in the world. I often find that this connects with my teaching and whatever we are studying at the time. I don't subscribe to any English journals, but I am constantly reading new things that are discipline specific while I am in my masters classes. 

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I spend a lot of time flipping between reading things related to my hobbies (Games, Film, Books), my political interests (NYT, NPR) and independent blogs and studies related to education. In each of these formats, I can see how there are specific expectations for how the authors engage with one another and have certain expectations for the way in which they convey information. Two different articles by two different authors on theory and advice for Dungeons and Dragons will use much of the same terminology and share many of the same values, for instance. However, those authors may have very different voices in how the approach giving advice (I follow a blog called AngryDM and you can probably guess his voice and style). The same goes for even articles that are meant to simply convey information in a boiler plate style such as on NPR - authors develop their own unique ways to convey information effectively, which lends itself to the reading.

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I see disciplinary literacy as the skills specialized to a subject matter. In my classroom, when my students read, they understand how figurative language works and they pay attention to new vocabulary and use context clues to determine the meaning of the unknown words. I understand that those are skills related to reading texts in an English classroom, and my goal is for my students to apply those skills when they are reading on their own. In terms of writing, my students go through the writing process and pay attention to organization and details. I plan on shifting the writing in my classroom because I want my students to understand what it means to become real-world writers. Gallagher states that “writing well does not begin with teaching students how to write; it begins with teaching students why they should write”(p.7). I believe that it is crucial for my students to understand why they should continue writing. I tend to write like a student when I model for my students, and I edit the writing together with my students. It helps them see the process and the effort to improve writing. I offer feedback and I am honest, but I am not sure if I have established a voice in my writing. 

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I see disciplinary literacy as the skills specialized to a subject matter. In my classroom, when my students read, they understand how figurative language works and they pay attention to new vocabulary and use context clues to determine the meaning of the unknown words. I understand that those are skills related to reading texts in an English classroom, and my goal is for my students to apply those skills when they are reading on their own. In terms of writing, my students go through the writing process and pay attention to organization and details. I plan on shifting the writing in my classroom because I want my students to understand what it means to become real-world writers. Gallagher states that “writing well does not begin with teaching students how to write; it begins with teaching students why they should write”(p.7). I believe that it is crucial for my students to understand why they should continue writing. I tend to write like a student when I model for my students, and I edit the writing together with my students. It helps them see the process and the effort to improve writing. I offer feedback and I am honest, but I am not sure if I have established a voice in my writing. 

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I subscribe to English Journal of NCTE, and I like the articles with strategies I can implement in my classroom. I read when I have time. ☺️

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For me, I feel that I am still very much so working through the motions of finding what my writing voice is and what it looks like. I know there is a voice within me, but I am still exploring the various ways I want my voice to be seen and heard. At the end of the day, I want others to feel as if my words are genuine, authentic, and pure, and I want my words to evoke raw emotions and feelings. I’m always wanting to dive deeper and push myself to be vulnerable. For me, writing is the only way I know how to do this, and I will continue to nurture my writing craft in order to accomplish this.

Moreover, I see myself writing as both a student and a teacher. With both, mistakes will be made, but growth and improvement come with just that. As a student, I’m more willing to have my writing end up as a disaster, but as a teacher I strive for perfection. I now know after reading Ch. 1 in Gallagher’s text the importance of failing in front of my students when it comes to writing. My writing voice will be one filled with errors, and I am learning that is okay.

Finally, NCTE offers a variety of discipline-specific journals. One of my personal favorites from this website is “Voices from the Middle.”

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I don't subscribe to any discipline-specific journals. Unfortunately, I write like a student.  Writing in Spanish is so different than writing in English.  Run-on sentences are perfectly acceptable for my Spanish students.  Normally I would cringe when a student writes a two sentence English paragraph, but not in Spanish.  Capitalization rules in Spanish are not such a big deal.  However, adjectives agreement rules are a big deal in Spanish.  Word order can make a huge difference in Spanish, much more so in Spanish than in English.  Unlike Elizabeth, my classmate, I so want to be flowery, but I know my students cannot write at that level yet.  My Spanish students are at the basic, elementary level.  I have to admit I get very impatient.  

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I don't subscribe to any discipline-specific journals. Unfortunately, I write like a student.  Writing in Spanish is so different than writing in English.  Run-on sentences are perfectly acceptable for my Spanish students.  Normally I would cringe when a student writes a two sentence English paragraph, but not in Spanish.  Capitalization rules in Spanish are not such a big deal.  However, adjectives agreement rules are a big deal in Spanish.  Word order can make a huge difference in Spanish, much more so in Spanish than in English.  Unlike Elizabeth, my classmate, I so want to be flowery, but I know my students cannot write at that level yet.  My Spanish students are at the basic, elementary level.  I have to admit I get very impatient.  

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In Spanish 3 when we discuss some of the great Hispanic authors we touch briefly on Magical Reality. My high school students are not advanced enough to talk about how authors like Julio Cortazar write in Spanish, not even how they write in English, but it is fun to briefly talk about the genre.

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As an English teacher, I emphasize annotating and exploring works in class. As we annotate, we create questions, make personal (and outside)connections to the content, and try to see the deeper meaning through metaphors, the characters, and even the setting and and the writing style. Following,  we have Socratic seminars or discussions. Everyone is welcome to explore the text as they see it and others can see it through their eyes. I try to construct meaning in the same way in my life. I strive to be open-minded and realize everyone is multi-layered. Also, when I write or speak, I try to be authentic and honest- , but also be able to establish myself as as an authority on a subject. I try not to be too flowery in my writing (like so many students tend to be), and do not want to be dismissed as someone who is ignorant. I do not really read discipline-specific journals, sadly. I guess I like to say that I am too busy to read them:/

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As an English teacher, I emphasize annotating and exploring works in class. As we annotate, we create questions, make personal (and outside)connections to the content, and try to see the deeper meaning through metaphors, the characters, and even the setting and and the writing style. Following,  we have Socratic seminars or discussions. Everyone is welcome to explore the text as they see it and others can see it through their eyes. I try to construct meaning in the same way in my life. I strive to be open-minded and realize everyone is multi-layered. Also, when I write or speak, I try to be authentic and honest- , but also be able to establish myself as as an authority on a subject. I try not to be too flowery in my writing (like so many students tend to be), and do not want to be dismissed as someone who is ignorant. I do not really read discipline-specific journals, sadly. I guess I like to say that I am too busy to read them:/

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1) In what ways do you see and use disciplinary literacy in your life/career? Do you write or read like a teacher? Do you subscribe to discipline-specific journals? Write a paragraph about the ways in which disciplinary literacy impacts you. To post, just click anywhere on this screen and start typing!