By Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. Resnick
Chapter 1 enticing content material lecturers in Literacy improvement (pages 1–13): Stephanie M. McConachie and Anthony R. Petrosky
Chapter 2 Disciplinary Literacy: A Principle?Based Framework (pages 15–31): Stephanie M. McConachie
Chapter three Disciplinary Literacy within the heritage lecture room (pages 33–61): Anita okay. Ravi
Chapter four Disciplinary Literacy within the arithmetic lecture room (pages 63–85): Victoria L. invoice and Idorenyin Jamar
Chapter five Disciplinary Literacy within the technology lecture room (pages 87–127): Samuel A. Spiegel, Jody Bintz, Joseph A. Taylor, Nancy M. Landes and Deborah L. Jordan
Chapter 6 Disciplinary Literacy within the English Language Arts lecture room (pages 129–161): Anthony R. Petrosky, Stephanie M. McConachie and Vivian Mihalakis
Chapter 7 Embedding Disciplinary Literacy: management studying (pages 163–196): Stephanie M. McConachie and Rosita E. Apodaca
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Additional resources for Content Matters: A Disciplinary Literacy Approach to Improving Student Learning
CONCLUSION The DL principles send a message that teaching matters and that there is solid information from which to enact powerful pedagogy for adolescent learners. Their listing in this chapter sets the stage for the explications of each design principle in the scenarios and illustrations of teaching, learning, and tool-mediated practices in the next four chapters. The work of these content scenarios may begin from a common ground of inquiry and principles, but each quickly branches into the different representations of inquiry, reasoning, and argumentation in each slice of reality discipline.
Learning activities, curricula, tasks, text, and talk apprentice students within the discipline. Students learn by doing the discipline—engaging in rigorous, ongoing investigation that mirrors the work of the discipline. All lessons, assignments, materials, and discussion serve as scaffolding for students’ emerging mastery of discipline-speciﬁc knowledge and habits of thinking. Students can articulate how and why the activities they are engaged in will help them deepen their understanding of a disciplinary concept or in what ways they are working like members of a disciplinary community.
History has multiple meanings and deﬁnitions; for every student, learning history needs to include understanding the sources of these perspectives and articulating them. By learning to interpret and contextualize a historical document, compare it to other documents, and extrapolate ideas from these documents, students could be learning how to understand and interpret texts and how to marshal evidence to support a historical argument. Integrating literacy and content in the core subjects is both visionary and practical.