Foregrounding Collaboration in Disciplinary Literacy: Implications From JAAL, 2008–2017

Abstract

In this review, the authors examined articles on collaboration within the context of disciplinary literacy that appeared in the Journal of Adolescent & Adult Literacy between October 2008, when Moje published “Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change,” and December 2017. Findings suggest that the definition of disciplinary literacy has expanded, collaboration is important for both teacher and student learning, and tension surfaces when collaboration happens. The authors propose that greater attention needs to be given to the role of collaboration as a space to engage and enhance disciplinary literacy practices.

Toward Transdisciplinarity: Constructing Meaning Where Disciplines Intersect, Combine, and Shift

“…As Takeuchi et al (2020) remind us, the views on transdisciplinarity depend on the ideologies and worldviews we chose to employ. In the context of this study, we have a strong commitment to content knowledge and the importance of existing curricula, whereas other ways of dealing with transdisciplinarity start from more holistic approaches based on individual student experiences (Osborne, 2015). Educating and empowering youth to be active, engaged, positive, and globally connected citizens require that we reposition education as a creative and diverse endeavor where epistemological differences are valued (Burnard et al, 2022).…”

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

“…Content literacy generally refers to implementing various stand-alone strategies to help students understand text in subject-matter courses (Shanahan & Shanahan, 2012). In their review of the literature, Hinton and Suh (2019) found that the definition of literacy is expanding to include other subject areas such as the arts and physical education and consideration of digital literacies. The expansion consists of effective engagement with digital textbooks and evaluating digital tools and resources used by experts and practitioners in the discipline field (i.e., biologists, chemists).…”

“…The expansion consists of effective engagement with digital textbooks and evaluating digital tools and resources used by experts and practitioners in the discipline field (i.e., biologists, chemists). Hinton and Suh (2019) posit that an expansive view of content literacy can encourage teachers to broaden their perspective to consider digital literacies and expand the pool of disciplines with which to collaborate.…”

Disciplinary Literacy in Action: High School Students Doing Research for Change

“…Disciplinary literacy practices are multifaceted and have been conceptualized in a variety of ways (Hinton & Suh, 2019). Like Moje (2015), we conceive of these practices as existing at the intersection of epistemological, cognitive, linguistic, and cultural factors associated with specific disciplines, while also recognizing the interdisciplinary nature of certain literacy practices (Hauseal et.…”

“…Collaboration—among teachers, between teachers and disciplinary experts, and among students—is critical to disciplinary approaches to literacy learning (Hinton & Suh, 2019). Collaborative teams might involve university faculty working alongside graduate students or pre‐service teachers, as well as teachers who provide specific instructional support (e.g., Intervention Specialist or ESL teacher).…”