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Literacy was once thought to be a set of skills necessary for reading and writing, but we have now moved far beyond the printed page to include in our definition of texts anything that helps us make meaning, whether visual, audio, or multimodal format.

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"We must help students learn to read visuals as they would any other text and understand how they are used to construct (or skew) meaning in each discipline. Students should also learn how to create strong visuals that convey accurate information."

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"We must help students learn to read visuals as they would any other text and understand how they are used to construct (or skew) meaning in each discipline. Students should also learn how to create strong visuals that convey accurate information."

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p.9 …‘I teach kids to form questions in their heads at every stage of a problem

What happened? What’s the

difference?...’

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"Literacy was once thought to be a set of skills necessary for reading and writing, but we have now moved far beyond the printed page to include in our definition of texts anything that helps us make meaning, whether in visual, audio, or multimodal format." P.4

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“Strategies can be shortcuts through content because they are generic to any text, primarilly used for the purpose of creating better readers and writers overall who, incidentally, might then score higher on standarized tests” (Lent 3).

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This approach involves a different vision of what it means to teach, one that doesn't just show students how to read but how to critique what they are reading, doesn't just expect students to find evidence but what to do with that evidence, and doesn't just parcel out knowledge but asks students to use knowledge in meaningful and relevant ways.

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Teachers must be free to employ the tools, texts, and principles of their discipline to give students opportunities to use and apply knowledge, and that, in most middle and high schools, is a big order. But that big order can be handled by teachers who are expert in their disciplines and administrators who trust them to do their jobs.

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Teachers must be free to employ the tools, texts, and principles of their discipline to give students opportunities to use and apply knowledge, and that, in most middle and high schools, is a big order. But that big order can be handled by teachers who are expert in their disciplines and administrators who trust them to do their jobs.

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"Along with this more reasonable approach comes a sense of empowerment for content-area teachers. Those who never felt qualified to teach “reading”—and said so from the beginning—can now feel confident in their abilities to teach literacy as it relates to their discipline."

(p. 2)

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" Teachers must be free to employ the tools, texts, and principles of their discipline to give students opportunities to use and apply knowledge, and thst, in most middle and high schools, is a big order." pg.8

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It means that teachers must move from transmitting information to showing students how to engage in the literacies that make up their discipline. 

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It means that teachers must move from transmitting information to showing students how to engage in the literacies that make up their discipline. 

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What we are coming to understand is that readers must know something about the content in order to use a strategy effectively.

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What we are coming to understand is that readers must know something about the content in order to use a strategy effectively.

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It’s also worth noting here that researchers have been writing about disciplinary literacy for some time but, as always, it takes a while for practice to catch up with research...let’s face it, also because of the long fingers of politicians who sometimes make decisions not in the best interest of teachers or students.

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"Rather than just plugging in preselected reading strategies, we want kids thinking about what and how they are reading" page 3

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"Rather than just plugging in preselected reading strategies, we want kids thinking about what and how they are reading" page 3

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"but where do content area teachers begin? How do they step back from "presenting" content and begin to infuse literacy skills into every class, every day, so that students can produce and not just memorize information?

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 “But where do content-area teachers begin? How do they step back from ‘presenting’ content and begin to infuse literacy skills into every class, every day, so that student can produce and not just memorize information?” 

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 “But where do content-area teachers begin? How do they step back from ‘presenting’ content and begin to infuse literacy skills into every class, every day, so that student can produce and not just memorize information?” 

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"shifting the paradigm into a more discipline-based approach helps all teachers understand that literacy is an inherent part of each discipline, one that supports content learning."

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We see once again that disciplinary literacy is not the application of strategies to the disciplines;  it is a way of learning that drills deeply into the very essence of what it means to come to know content. 

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We see once again that disciplinary literacy is not the application of strategies to the disciplines;  it is a way of learning that drills deeply into the very essence of what it means to come to know content. 

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Teachers need to be able to confidently show their students how the use of information and writing can affect their development as readers and writers. Historical pieces being very effective ways to also show how literacy has changed overtime through primary sources.

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[Nancie Atwell] talked about how her students are given time in class each day to practice reading and writing - the "doing" of her discipline. She said of her students, "They are authentic readers and writers."

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"Turning again to NCTE’s Policy Research Brief on Literacies of Disciplines (2011), we read that “literacy is not a single or monolithic entity. Rather it is a set of multi-faceted social practices that are shaped by contexts, participants, and technologies” (p. 1)."
This stood out to me because it gives a great overview and understanding of how complex literacy can be.