Selecting Texts for Disciplinary Literacy Instruction

Abstract

Text selection is critical when planning for disciplinary literacy to foster socially and culturally relevant instruction, and this teaching tip provides a resource for selecting a variety of texts in planning.

“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts

“…Another critical challenge in enacting disciplinary literacy is sourcing and navigating texts in various forms. Though helpful advice is available on the types of texts suitable for elementary disciplinary literacy in some subjects (e.g., Colwell, 2018), this is not the case for subjects like visual arts. It is also clear that a higher level of preparation is required to use multiple sources rather than relying solely on the subject textbook.…”

Examining a Phased Planning Approach to Support Elementary Preservice Teachers in Disciplinary Literacy-Focused Instruction

“…Such activity individualizes the experience as students can navigate landscapes on their own, allowing for student-centered meaning-making (Wilson, 2011). Further, Colwell (2019) discusses how multimodal and/or digital texts can be selected to not only support disciplinary learning but also to support younger learners by providing access to complex concepts in a way that may make them more easily understood than when reading about them in a printed text. The PEDDL framework provides an essential brainstorming space that asks teachers to jot down informal responses chronologically to the following prompts before establishing their final list of texts: (a) list potential disciplinary texts; (b) brainstorm potential multimodal texts that might enhance/replace disciplinary texts listed; (c) brainstorm potential culturally and socially responsive texts that might further support this lesson.…”

“…Disciplinary literacy refers to the focus on reading, writing, and communicating using literacy practices specific to a discipline of study and has become an important topic of discussion in elementary education (Brock et al, 2014; Colwell, 2019; Colwell et al, 2020, 2022; Shanahan & Shanahan, 2012, 2014). Such literacy skills are important for helping young students recognize that they too can read, write, think, and speak like a scientist, mathematician, etc., and that these skills are important in participating in critical thought in real-world situations.…”

Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy

“…We used these findings both as a foundation for this research and as a prompt to specifically consider PST perceptions about CRDL. Research in CRDL considerations in instruction in teacher education is scant, although recent work indicates a growing interest and need to explicitly support teachers in this area (see Colwell, 2019). Literature suggests the promise of integrating culturally focused instruction in secondary education for reaching all learners, and evidence suggests positive implications for providing instructional guidance to PSTs.…”

“…Preservice teacher (PST) education typically offers few opportunities for learning about disciplinary literacy as a concept and approach to instruction, particularly from a culturally sustaining perspective. Yet, these early experiences are important to shaping PSTs perceptions and understandings about disciplinary literacy (Colwell, 2012, 2016; Colwell & Enderson, 2016; Colwell & Gregory, 2016; 2018; Moje, 2008; Pytash, 2012; Scott et al, 2018). The purpose of this research was to understand how PSTs in a secondary literacy course, consisting of core (i.e., English and history) and noncore (i.e., art and physical education [P.E.])…”