Evan Ortlieb & Britnie Delinger Kane 
Disciplinary Literacies [EPUB ebook] 
Unpacking Research, Theory, and Practice

Educators increasingly recognize the importance of disciplinary literacy for student success, beginning as early as the primary grades.  This cutting-edge volume examines ways to help K–12 students develop the literacy skills and inquiry practices needed for high-level work in different academic domains. Chapters interweave research, theory, and practical applications for teaching literature, mathematics, science, and social studies, as well as subjects outside the standard core–physical education, visual and performing arts, and computer science. Essential topics include use of multimodal and digital texts, culturally responsive and sustaining pedagogy, and new directions for teacher professional development. The book features vivid classroom examples and samples of student work.

 

Daftar Isi

Preface

1. Tracing the History of Disciplinary Literacies, Britnie Dellinger Kane, Evan Ortlieb, & Earl H. Cheek, Jr.

I. Disciplinary Literacies in Core Content-Area Classrooms

2. Teaching and Learning Literary Literacy, Emily C. Rainey, Corey A. Humphrey, & Gianina Morales

3. Disciplinary Literacy in Mathematics, Keri-Anne Croce

4. Promoting Science Literacy through Reading: A Disciplinary Literacy Approach, Zhihui Fang & Natalie Colosimo

5. Integrative, Culturally Responsive Disciplinary Literacy Instruction in Social Studies, Tamara Shreiner

II. Disciplinary Literacies in Other Areas

6. Disciplinary Literacy and Physical Education, Kavin M. Ming

7. Disciplinary Literacy in the Visual Arts, Jennifer Morrison

8. Disciplinary Literacy in the Performing Arts, Rachelle S. Savitz & Alison E. Leonard

9. Disciplinary Literacy in Computer Science, Amy Hutchison & Jamie Colwell

III. Opportunities and Challenges in Disciplinary Literacies

10. Centering Minoritized Voices in Disciplinary Literacy Instruction, Alexis Patterson Williams & Danny C. Martinez

11. Who Defines Disciplinary Literacy, and at What Grade Levels Should It Be Taught?, Rachael E. Gabriel & Shannon Kelley

12. Cultivating Disciplinary Literacy Spaces for Youth Connection and Agency, Philip Wilder & Michael Manderino

13. Transcending Disciplinary Literacy in a Digital World, Ian O’Byrne

IV. Research and Teaching Teachers in Disciplinary Literacies

14. Methodologies in Research on Disciplinary Literacy in English Language Arts, Jodi P. Lampi, Jodi Patrick Holschuh, Leslie S. Rush, & Todd Reynolds

15. Collaborative Inquiry to Drive Development of Disciplinary Literacy Pedagogy: Purposeful Experiences across Teacher Development, Christina Dobbs, Jacy Ippolito, & Megin Charner-Laird

Index

 

Tentang Penulis

Evan Ortlieb, Ph D, is Dean and Zucker Endowed Chair in Entrepreneurial Education Leadership in the Zucker Family School of Education at The Citadel. His expertise centers on literacy teacher preparation, leveraging diversity as an asset in classrooms, and educational leadership. Dr. Ortlieb currently serves as coeditor of the journal
Literacy Research and Instruction. He has served as an area chair of the Literacy Research Association and a board member of the Specialized Literacy Professionals Special Interest Group of the International Literacy Association. He is Founder and President of the Ortlieb Foundation, a nonprofit organization that provides college scholarships for cancer survivors.

Britnie Delinger Kane, Ph D, is Associate Professor of Literacy Education and the department head for the Zucker Family School of Education at The Citadel. Her primary area of expertise is how teachers learn to teach in ways that are both conceptually rich and equitable. Dr. Kane is interested in teachers’ development across their careers, especially in the design of preservice teacher education, how teachers’ collaborative talk supports their professional learning, and how instructional coaching supports teachers’ professional learning. She studies these supports for teachers’ learning especially as they relate to disciplinary literacy, writing instruction, and the STEM fields, and has published in leading journals of research and practice.

Earl H. Cheek, Jr., Ph D, is the Patrick and Edwidge Olinde Endowed Professor Emeritus in the School of Education at Louisiana State University. He is an expert in literacy education, with specific interests in assessment, diagnostic–prescriptive instruction, content reading, struggling readers, and dyslexia. Dr. Cheek is a former middle and high school teacher and elementary reading specialist. He has served on the editorial boards of several national and international journals; is author or coauthor of over 120 books, articles, and chapters; and has presented more than 100 papers at state, regional, national, and international conferences.