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Disciplinary Literacy Teaching, Learning, and Teacher Education: Promoting Deep, Broad, and Flexible Literacy Learning
Wed, November 30, 3:00 to 4:30pm, Omni Nashville, Floor: Level 3, Cumberland 5Session Submission Type: Symposium
Abstract
Disciplinary literacy has garnered significant attention in recent years, but the field is still building shared understandings of disciplinary literacy teaching and learning. In this symposium, we ask: What are necessary facets of disciplinary literacy teaching in secondary school contexts? What does it take for teachers to learn to teach across disciplinary ways of knowing, doing, reading, writing, speaking, and listening? And, how does disciplinary literacy help youth learn to be metadiscursive?
Content Area
Chair
Discussant
Individual Presentations
Student Practices and Learning from Engaging in Historical Inquiry with Multiple Texts - Gayle Cribb, Strategic Literacy Initiative/WestEd; Cynthia Greenleaf, Strategic Literacy Initiative/WestEd
Recruiting Everyday Repertoires as Tools for Navigation in the Development of Literary Reasoning - Carol D. Lee, Northwestern University
Literacies in the Practices of the Sciences: What Do Teachers Need to Learn? - Susan R. Goldman, Learning Sciences Research Institute, University of Illinois at Chicago; MariAnne George, Learning Sciences Research Institute, University of Illinois at Chicago; Mon-Lin Monica Ko, Learning Sciences Research Institute, University of Illinois at Chicago; Angela Joy Fortune, University of Illinois at Chicago
Teaching Disciplinary Literacy as Navigating Ways of Knowing, Ways of Doing, and Ways with Words - Emily Rainey, University of Michigan; Elizabeth Moje, University of Michigan; Bridget L. Maher, University of Michigan