Poster #8 - Critical Disciplinary Literacies: A Literature Review Investigating Literacy Instruction That Enacts Social Justice

• In Event: 45.096 - MTCC Poster Session 10
  In Poster Session: 45.096-2 - What Do We Know, What Do We Need to Know About Disciplinary Literacy?

Abstract

In response to the AERA’s 2019 call for the urgent need for research that expresses truth in a political climate which invites experiential and alternative “realities,” this study investigates experimental studies that describe teachers’ performance of literacy instruction that critically analyzes the political and dominant ideologies of texts (Janks, 2012; Lankshear & McLaren, 1993) and literacy instruction that apprentices students in disciplinary work (Moje, 2015; Shanahan & Shanahan, 2008)). Analyzing the overlapping characteristics of critical and disciplinary literacies revealed four characteristics of critical disciplinary literacies (CDL) (Dyches, 2018) -- literacy instruction which provides teachers and students the skills and strategies to discover “truth” within socially constructed disciplinary knowledge. CDL works to provide all students agency to enact social justice.

Authors

• Wendy Barlow, Iowa State University

• Jeanne Dyches, Iowa State University