Literacy in Context

    Minh Pham
    By Minh Pham

    Just to preface, this assignment is very difficult to do as a color-blind person. I apologize if I mess up the color-coding system.


    What is disciplinary-based literacy?


    According to Fang, disciplinary-based or content area literacy is divided into four approaches - cognitive, sociocultural, linguistic, and critical (Fang, 107). These approaches can be used (individually or jointly) to allow teachers to differentiate the instruction to the students' academic need in a certain discipline. The cognitive approach can be used for provocative and analytical thinking in a subject area (Fang, 103). Students are asked digest and process the input of information from a class or relevant text. The sociocultural approach can be used to draw connections of the discipline with the students' homes and communities (Fang, 104). This provides relevance and background context to the knowledge used in the class. The linguistic approach (arguably the foundation to literacy) focuses on the "decoding, fluency, vocabulary, and text structure" (Fang, 106). This foundation is required for development of vocabulary skills (especially in our science classes). The critical approach is a great enrichment approach as it requires to reading of multiple text and literature to develop common themes and conclusions on topics.


    What does research say about adolescent literacy in and out of school?


    In order for there to be effective and developed adolescent literacy, there needs to be increasingly challenging texts. "The words students must read to learn not only get longer, but also refer to more complicated, specific concepts" (Biancarosa, 23). I often find that the demand for my students in previous classes were not raised by the grade level. The reading levels are my students are heavily varied in each class and so the demand of my classroom readings are not at the level needed. It becomes a perpetual cycle.


    Literacy outside of the classroom is loosely navigated by students, especially in the ages of the internet. There needs to also exist a foundation of building "an understanding of the distinct demands digital reading places" for students (Biancarosa, 27). Very often social media can be deceiving in the “scientific” claims and discoveries that are share without any research or proof provided. My students are very frequently deceived.


    What does it mean to think like a historian, scientist, mathematician, a literary critic?


    All four "titles" require that students should have an inquisitive mindset when reading. Any time a student approaches a text, there should be observations, inferences, and hypotheses. Students should to be "reading science text as received fact...simply would not be doing science" (Cervetti, 583). Student should want to prove and disprove the theories and concepts brought up in my biology and chemistry classes. They should be willing to challenge any information they take in so that there is "acceptance" and foundation to them.


    Group D

    Here is the online home for Group D.
    Sub-Group of ED 656 - Fall 2018

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