What's More Important—Literacy or Content? Confronting the Literacy-Content Dualism

Draper, Roni Jo; Smith, Leigh K.; Hall, Kendra M.; Siebert, Daniel

doi:10.1080/01626620.2005.10463379

Cited by 27 publications

(16 citation statements)

References 15 publications

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“…Here, Kristi was able to negotiate the literacy-content dualism (Draper, Smith, Hall, & Siebert, 2005) in which her content area literacy instruction helped facilitate her content area instruction.…”

Section: Discipline-specific Instructional Toolsmentioning

confidence: 96%

Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy

Masuda

2014

Literacy Research and Instruction

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This qualitative inquiry examined 14 secondary preservice teachers' emerging understandings of disciplinary literacy. Data included preservice teachers' written reflections and annotated lesson plans, which were analyzed for understanding of discipline-specific habits of thinking, texts, reading and writing demands of academic texts, language and vocabulary, and instructional tools. Findings revealed the current literacy course provided limited understanding of disciplinary literacy, exposing areas for course improvement. Annotated lesson plans and structured reflections were useful tools to help preservice teachers examine instructional decisions and strengthen understanding of disciplinary literacy. Limitations included small sample size, minimal sources of triangulated data, short duration of study, and inadequate focus on disciplinary literacy as the mainstay of the course. Implications for strengthening teacher preparation through course reframing and collaborative partnerships are discussed.

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Section: Discipline-specific Instructional Toolsmentioning

confidence: 96%

Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy

Masuda

2014

Literacy Research and Instruction

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“…Research suggests that one of the difficulties we face as teachers and teacher educators is how to blend literacy and discipline‐specific instruction seamlessly so that school‐age students can begin to read and write like historians, scientists, mathematicians, or writers (Draper, Smith, Hall, & Siebert, ; Moje, ). Indeed, although content area literacy has (historically) focused on strategy instruction, such emphasis can in fact interfere with the learning of content, and recent research suggests that teachers instead focus on the disciplinary literacies central to their content and its discourse (Alvermann & Moore, ; Moje, ; O'Brien et al, ).…”

Section: Theoretical Groundingmentioning

confidence: 99%

Entering the Arena: The Figured Worlds Transition of Preservice Teachers

Saunders¹,

Ash²

2013

J Adolescent & Adult Lit

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The article describes a semester‐long project that draws on Suzanne Collins’ The Hunger Games as a resource and over‐arching theme for preservice taking a content area literacy course. We examine how prepare preservice teachers learn to connect written texts to content area (disciplinary) literacy and consider ways to prepare them for the myriad hidden rules of teaching in today's complex public school environments. Included are examples from our students’ work, as is a detailed description of our over‐arching goals for The Hunger Games Achievements project.

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“…Draper, Smith, Hall, and Siebert () described the disjuncture between content area instruction and literacy instruction as a “dualism,” and asserted that teachers must explicitly instruct students about how the texts in their disciplines are created and used. Draper's () work with content area colleagues yielded the understanding that some content area strategies suggested by literacy educators were contradictory to the needs of some disciplines and encouraged teachers to engage in literacy instruction that did not support learning of the discipline.…”

Section: Situating the Studymentioning

confidence: 99%

What It Is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines

Johnson¹,

Watson²,

Delahunty³

et al. 2011

J Adolescent & Adult Lit

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This study addresses the gap that exists between literacy educators’ knowledge of content disciplines and the literacy strategies often suggested for use in content classrooms. The authors worked with disciplinary experts in mathematics and geography to understand the differences that exist in their conceptions of the disciplines and what it means to be literate in them. Study results were categorized into themes, which include “major understandings of the field,” “literacy in the discipline,” and “practice of the discipline.” Further subcategories include texts used in the discipline; the types of strategies used to become literate in the discipline, and the types of questions addressed within the discipline. Implications for teachers and teacher candidates are also addressed.

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What's More Important—Literacy or Content? Confronting the Literacy-Content Dualism

Cited by 27 publications

References 15 publications

Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy

Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy

Entering the Arena: The Figured Worlds Transition of Preservice Teachers

What It Is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines

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