What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?
Jacy Ippolito, Christina Dobbs, and Megin Charner-Laird have spent the last decade trying to answer that question, working with teachers across grade levels, conducting studies, and analyzing research in order to build a more comprehensive instructional framework that engages students in every content area. The answer they came to is disciplinary literacy.
Disciplinary Literacy doesn’t ask all teachers to be general reading teachers; it asks all educators to empower students to adopt and eventually adapt the language, genres, and modalities prized by each discipline—to give students the tools to take on professional identities. By combining the RAND model for reading comprehension with collaborative cycles of inquiry, Ippolito, Dobbs, and Charner-Laird connect effective professional learning to shifts in classroom practice. The resulting framework supports teachers and leaders in designing the disciplinary literacy teaching and learning experiences that students need to succeed within and beyond school.
This book provides research-based frameworks, guiding questions and examples, and lots of stories from teachers who have already walked the path of Disciplinary Literacy Inquiry and Instruction—it’s for educators who want to take ownership of their own learning alongside like-minded colleagues, and raise the achievement of all their students.
Product Code: BPP190004
ISBN: 9781943920648 | 04/15/19
When disciplinary literacy and inquiry collide, great things happen for student learning. This book shows you how to integrate both with a practical approach that ensures success. The authentic examples provide readers with actionable ideas that will transform classroom practice.
– Douglas Fisher, San Diego State University
Through rich classroom examples and a powerful framework, this book illustrates how teachers can engage in collaborative inquiry to design instruction around disciplinary texts and tasks while considering specific students and the cultural context. As Ippolito, Dobbs and Charner-Laird show, efforts to support students’ disciplinary literacies must be grounded in the expertise of teachers.