65.079-2 - Reconstructing Disciplinary Literacy From the View of Multimodal Literacy

• In Event: 65.079 - Roundtable Session 23

Session Type: Roundtable Session

Abstract

Teaching secondary content areas with literacy has entered upon a new phase which invites literacy scholars to reconsider content area literacy as the discipline-specific tools used by disciplinary experts. In order to examine how literacy is conceptualized and practiced in alignment with each particular disciplinary goal, we worked with preservice teachers, as well as disciplinary experts in English Language Arts, history, and music. The qualitative analysis of data collected – videotapes of class sessions, classroom artifacts, and interviews – showed a multidimensional relationship with English disciplinary texts that included cognitive, edifying, and heritage domains. Also, multimodal literacy practices were found as the essential disciplinary literacy practices in which our participants were embedded to enhance discipline-specific knowledge in history and music.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 1: Teaching and Teacher Education in the Content Areas

Chair

• Deanna D. Birdyshaw, University of Michigan

Papers

• History With Visual Literacies - Cathy Michele Johnson, Indiana University - Southeast

• Experts' Understanding of Literacy in the English Discipline - Eric Dale Rackley, Brigham Young University - Hawaii

• Music Disciplinary and Multimodal Literacy Practices - Hyun-ju Kim, University of Michigan - Ann Arbor