Week 3 Disciplinary literacy

Discipline based literacy is identifying and using specialized reading practices to understand, analyze, and interpret important ideas in discipline-specific texts. Research has shown that adolescent literacy should be discipline based to aid students in critical thinking strategies as they move from learning to read to reading to learn. Cervetti, G. & Pearson state reading to learn and investigate is rich with opportunities to encounter the very struggles that seem to catalyze reading development and represent reading as the meaning-making process that it is. (pg. 2) They go on to support that students can easier apply strategies when given discipline specific strategies that apply across the board stating that, even when groups of students are taught the same strategies, applying the strategies as students read to answer questions in science has resulted in greater gains in students’ ability to use strategies effectively and greater gains in intrinsic motivation to read (e.g., Guthrie et al., 2004). I have found this to be true in my classroom when writing an argumentative paper last year, I used conferenced with my English team on how they expect scholars to write argumentative papers. Since it was being taught in English I assigned the first draft with explicitly teaching how to draft your scientific argumentative paper seeing as they were learning it in English. The results were horrible however after I adapted a lesson from the English team to aid scholars on argumentative papers they had amazing work because they knew explicitly how to apply the skills even though they technically already had them. This also applies to mathematical language in science we analyze math but not necessarily how a mathematician would but rather focusing on what this data could be telling us in terms of theory, so scholars must be taught how to think in certain disciplines, what to focus on depending on the intended audience. Hanahan and Shanahan (2008) suggested that Differences in the reading practices of the disciplinary experts are related to the values, norms, and methods of scholarship within each discipline. (Pearson 583)

This is not to say that other domains cannot infuse each other into their curriculum but rather be careful in which you do so for example infusing stem into English. Dr. Lynch speaks on infusing STEM in literary analysis but looking at how to quantitatively analyze literary texts and render their analyses via data visualizations. ( lynch 101) This is to understand that we can use English to help manipulate language in software which in turn ensure that students understand its limitations like in his visual example because with out these skills we risk creating people who can only work within the sphere of their technical knowledge. One of the easier ways to infuse domain specific literacy is by having scholars communicate their reasoning for a problem. Part of the teacher’s responsibility is to direct students’ attention to the procedures they use, so that students do not focus on right answers without understanding the process and underlying concepts (Johnson & Watson, 2011).In my Class I use probing stems for group work so that students are understanding each other’s reasoning and are explicitly stating it in their discussions. I also use strategies like concept mapping and nsta probing stems that give multiple answers but have you explain who is correct and why to build reasoning skills and not regurgitation of material.

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