Learning Forward
Equity and excellence in teaching and learning.
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What literacy means in math class
Teacher team explores ways to remake instruction to develop students’ skills
By Jacy Ippolito and Megin Charner-Laird
April 2017
Vol. 38 No. 2
While much has been written in the last decade about the need for disciplinary literacy instruction and its potential to support higher levels of student learning and communication (Fang & Coatoam, 2013; Hynd-Shanahan, 2013; Lee & Spratley, 2010; Moje, 2007, 2008, 2015; Shanahan, 2012; Shanahan & Shanahan, 2008, 2014), relatively little is known about how current teachers are adopting and enacting disciplinary literacy practices. Secondary teachers and leaders, many of whom are implementing the Common Core State Standards, are seeking guidance about how to implement disciplinary literacy practices. In our own work with secondary teachers over the past eight years, we have heard countless versions of this question: What will it take for us to introduce disciplinary literacy instruction into our middle and high school
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Jacy Ippolito (jippolito@salemstate.edu) is an associate professor at Salem State University. Christina L. Dobbs (cdobbs@bu.edu) is an assistant professor at Boston University. Megin Charner-Laird (mcharnerlaird@salemstate.edu) is an assistant professor at Salem State University.
References
Fang, Z. & Coatoam, S. (2013). Disciplinary literacy: What you want to know about it. Journal of Adolescent & Adult Literacy, 56(8), 627-632.
Hynd-Shanahan, C. (2013). What does it take? The challenge of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(2), 93-98.
Lee, C.D. & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.
Moje, E.B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary teaching. Review of Research in Education, 31, 1-44.
Moje, E.B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96-107.
Moje, E.B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254-278.
Shanahan, C. (2012). How disciplinary experts read. In T. Jetton & C. Shanahan (Eds.) Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 69-90). New York, NY: Guilford.
Shanahan, C. & Shanahan, T. (2014). The implications of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(8), 628-631.
Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), 40-59.
Jacy Ippolito (jippolito@salemstate.edu) is professor and co-coordinator, programs in educational leadership at Salem State University in Salem, Massachusetts.
Megin Charner-Laird (mcharnerlaird@salemstate.edu) is associate professor and co-coordinator, programs in educational leadership at Salem State University in Salem, Massachusetts.
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