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“This excellent resource shows that all teachers—not just teachers of reading—can contribute to students’ literate lives. There are significant differences in the ways in which literacy works across disciplines. If educators implemented the ideas contained in this volume, students’ learning would improve dramatically. This practical book is a call to action to ensure that literacy is infused into every class across the learner's day.”

—Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University


“This is one of the most comprehensive and state-of-the-art references on disciplinary literacies for teacher educators, researchers, and K–12 teachers. The book extends the field by adopting an intersectional framework to unpack issues concerning multiliteracies, digital literacies, and culturally responsive and sustaining pedagogies. It can serve as a useful text to prepare the next generation of teachers and researchers to better support students’ literacy learning in diverse subject areas.”

—Guofang Li, PhD, Professor and Canada Research Chair in Transnational/Global Perspectives on Language and Literacy Education of Children and Youth, University of British Columbia, Canada


“An impressive work from well-known scholars who define disciplinary literacy and identify practical instructional strategies, while addressing the gaps, challenges, and strengths of the latest research. A key contribution is the inclusion of subject areas outside of the academic core, which previously have been neglected in disciplinary conversations.”

—Emily Howell, PhD, Department of Education and Human Development, Clemson University


“Ortlieb, Kane, and Cheek bring together a stellar ensemble of researchers to discuss not only what disciplinary literacy is, but also what it should look like in today’s classrooms. The book starts from the central idea that disciplinary literacy must be a cross-curricular affair, as examples ranging from math to social studies, visual arts, and physical education eloquently demonstrate. Chapters use disciplinary literacy as a springboard for teachers to become more creative in their practices and for students to thrive. This volume is a much-needed addition to teacher education programs where discussions of literacy in the different disciplines and content areas take place.”

—Raúl Alberto Mora, PhD, School of Education and Pedagogy, Universidad Pontificia Bolivariana, Colombia

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Table of Contents

Preface

1. Tracing the History of Disciplinary Literacies, Britnie Dellinger Kane, Evan Ortlieb, & Earl H. Cheek, Jr.

I. Disciplinary Literacies in Core Content-Area Classrooms

2. Teaching and Learning Literary Literacy, Emily C. Rainey, Corey A. Humphrey, & Gianina Morales

3. Disciplinary Literacy in Mathematics, Keri-Anne Croce

4. Promoting Science Literacy through Reading: A Disciplinary Literacy Approach, Zhihui Fang & Natalie Colosimo

5. Integrative, Culturally Responsive Disciplinary Literacy Instruction in Social Studies, Tamara Shreiner

II. Disciplinary Literacies in Other Areas

6. Disciplinary Literacy and Physical Education, Kavin M. Ming

7. Disciplinary Literacy in the Visual Arts, Jennifer Morrison

8. Disciplinary Literacy in the Performing Arts, Rachelle S. Savitz & Alison E. Leonard

9. Disciplinary Literacy in Computer Science, Amy Hutchison & Jamie Colwell

III. Opportunities and Challenges in Disciplinary Literacies

10. Centering Minoritized Voices in Disciplinary Literacy Instruction, Alexis Patterson Williams & Danny C. Martinez

11. Who Defines Disciplinary Literacy, and at What Grade Levels Should It Be Taught?, Rachael E. Gabriel & Shannon Kelley

12. Cultivating Disciplinary Literacy Spaces for Youth Connection and Agency, Philip Wilder & Michael Manderino

13. Transcending Disciplinary Literacy in a Digital World, Ian O’Byrne

IV. Research and Teaching Teachers in Disciplinary Literacies

14. Methodologies in Research on Disciplinary Literacy in English Language Arts, Jodi P. Lampi, Jodi Patrick Holschuh, Leslie S. Rush, & Todd Reynolds

15. Collaborative Inquiry to Drive Development of Disciplinary Literacy Pedagogy: Purposeful Experiences across Teacher Development, Christina Dobbs, Jacy Ippolito, & Megin Charner-Laird

Index

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About the Editors

Evan Ortlieb, PhD, is Dean and Zucker Endowed Chair in Entrepreneurial Education Leadership in the Zucker Family School of Education at The Citadel. His expertise centers on literacy teacher preparation, leveraging diversity as an asset in classrooms, and educational leadership. Dr. Ortlieb currently serves as coeditor of the journal Literacy Research and Instruction. He has served as an area chair of the Literacy Research Association and a board member of the Specialized Literacy Professionals Special Interest Group of the International Literacy Association. He is Founder and President of the Ortlieb Foundation, a nonprofit organization that provides college scholarships for cancer survivors.

Britnie Delinger Kane, PhD, is Associate Professor of Literacy Education and the department head for the Zucker Family School of Education at The Citadel. Her primary area of expertise is how teachers learn to teach in ways that are both conceptually rich and equitable. Dr. Kane is interested in teachers’ development across their careers, especially in the design of preservice teacher education, how teachers’ collaborative talk supports their professional learning, and how instructional coaching supports teachers’ professional learning. She studies these supports for teachers’ learning especially as they relate to disciplinary literacy, writing instruction, and the STEM fields, and has published in leading journals of research and practice.

Earl H. Cheek, Jr., PhD, is the Patrick and Edwidge Olinde Endowed Professor Emeritus in the School of Education at Louisiana State University. He is an expert in literacy education, with specific interests in assessment, diagnostic–prescriptive instruction, content reading, struggling readers, and dyslexia. Dr. Cheek is a former middle and high school teacher and elementary reading specialist. He has served on the editorial boards of several national and international journals; is author or coauthor of over 120 books, articles, and chapters; and has presented more than 100 papers at state, regional, national, and international conferences.

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Contributors

Megin Charner-Laird, EdD, McKeown School of Education, Salem State University, Salem, Massachusetts

Earl H. Cheek, Jr., PhD, Department of Education (Emeritus), Louisiana State University, Baton Rouge, Louisiana

Natalie Colosimo, doctoral student, School of Teaching and Learning, University of Florida, Gainesville, Florida

Jamie Colwell, PhD, Darden College of Education, Old Dominion University, Norfolk, Virginia

Keri-Anne Croce, PhD, Department of Elementary Education, Towson University, Towson, Maryland

Christina L. Dobbs, EdD, Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts

Zhihui Fang, PhD, School of Teaching and Learning, University of Florida, Gainesville, Florida

Rachael E. Gabriel, PhD, Neag School of Education, University of Connecticut, Storrs, Connecticut

Jodi Patrick Holschuh, PhD, College of Education, Texas State University, San Marcos, Texas

Corey A. Humphrey, MA, doctoral candidate, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

Amy Hutchison, PhD, College of Education, University of Alabama, Tuscaloosa, Alabama

Jacy Ippolito, EdD, McKeown School of Education, Salem State University, Salem, Massachusetts

Britnie Delinger Kane, PhD, Zucker Family School of Education, The Citadel, Charleston, South Carolina

Shannon Kelley, PhD, Seidel School of Education, Salisbury University, Salisbury, Maryland

Jodi P. Lampi, PhD, College of Education, Northern Illinois University, DeKalb, Illinois

Alison E. Leonard, PhD, College of Education, Clemson University, Clemson, South Carolina

Michael Manderino, PhD, College of Education, Northern Illinois University, DeKalb, Illinois

Danny C. Martinez, PhD, School of Education, University of California, Davis, Davis, California

Kavin M. Ming, EdD, Richard W. Riley College of Education, Winthrop University, Rock Hill, South Carolina

Gianina Morales, MEd, College of Engineering, Universidad de Valparaíso, Valparaíso, Chile, and doctoral student, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

Jennifer D. Morrison, PhD, Wardlaw College of Education, University of South Carolina, Columbia, South Carolina

Ian O’Byrne, PhD, Department of Teacher Education, College of Charleston, Charleston, South Carolina

Evan Ortlieb, PhD, Zucker Family School of Education, The Citadel, Charleston, South Carolina

Emily C. Rainey, PhD, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

Todd Reynolds, PhD, School of Teacher Education, College of Education, University of Wyoming, Laramie, Wyoming

Leslie S. Rush, PhD, School of Teacher Education, College of Education, University of Wyoming, Laramie, Wyoming

Rachelle S. Savitz, PhD, College of Education, East Carolina University, Greenville, North Carolina

Tamara Shreiner, PhD, College of Liberal Arts and Sciences, Grand Valley State University, Allendale, Michigan

Philip Wilder, PhD, College of Education, Clemson University, Clemson, South Carolina

Alexis Patterson Williams, PhD, School of Education, University of California, Davis, Davis, California

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Audience

Teacher educators and graduate students; researchers; academic coaches and school leaders in K–12.

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Course Use

Will serve as a supplemental text in graduate-level courses such as Disciplinary Literacy, Content Area Literacy, and Adolescent Literacy.