Fostering Critical Disciplinary Literacy in Secondary Content Classrooms

Abstract

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.