This qualitative study used a theoretical framework grounded in the intersection of 21st century learning, critical literacy, and disciplinary literacy to examine how a high school science and math teacher selected and used texts in her classroom. Data from a semi-structured interview, instructional materials, and student work samples were analyzed. Inductive content analysis generated themes about discipline-specific practice and strategies that cut across both content areas. Results suggest that texts in content classrooms can be used to foster critical disciplinary literacy skills that build upon students' outside-of-school interests and their use of technology.
This chapter describes how teachers have used structured discussions and digital tools to transition from traditional classrooms to remote, online instruction during the COVID-19 pandemic. With emphasis on culturally and linguistically diverse students, the chapter includes examples of how teachers reinforce literacy while supporting 21st century skills such as collaboration, communication, critical thinking, and creativity. Tools and strategies are presented along with examples teachers can use to facilitate student learning across content areas in virtual classrooms.
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