Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

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Overview

Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning by Christina L. Dobbs, Jacy Ippolito, Megin Charner-Laird


Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.
 
The book outlines the steps in the cycle and identifies four “working habits” essential to initiating and sustaining disciplinary literacy projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and subject-specific literacy skills; and positioning teachers and leaders as learners within projects. The book, written in a reader-friendly voice, shows how educators can collaboratively explore and implement disciplinary literacy-related practices in context-specific, meaningful ways.
 

Product Details

ISBN-13: 9781682530689
Publisher: Harvard Education Press
Publication date: 08/15/2017
Pages: 216
Sales rank: 515,336
Product dimensions: 6.00(w) x 9.00(h) x (d)

About the Author


Christina L. Dobbs is an assistant professor in the English Education Program at the Boston University School of Education. Jacy Ippolito is an associate professor in the School of Education at Salem State University. Megin Charner-Laird is an assistant professor in the School of Education at Salem State University.
 

Table of Contents

Foreword Elizabeth A. City ix

Introduction 1

Part 1 Bringing Together Disciplinary Literacy and Professional Learning

1 The Challenge of Disciplinary Literacy 11

2 Focusing on Professional Learning 27

3 A New Model for Disciplinary Literacy Professional Learning 39

Part 2 Designing and Enacting Disciplinary Literacy Professional Learning

4 Forming a Leadership Team and Identifying Readiness for Change 55

5 Assessing Needs and Identifying Levers for Change 69

6 Forming Teams of Content and/or Cross-Content Area Teachers and Leaders 87

7 Making Initial Meaning of Disciplinary Literacy Principles and Practices 105

8 Collaboratively Inquiring into Domains of Disciplinary Literacy Practice 125

9 Designing, Testing, and Assessing New Disciplinary Literacy Practices 139

10 Refining and Sharing New Disciplinary Literacy Practices 155

11 Ending Well 167

Notes 175

Acknowledgments 183

About the Authors 185

About the Contributors 187

Index 189

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