
Critical Disciplinary Literacy
An Equity-Driven and Culturally Responsive Approach to Disciplinary Learning and Teaching
Routledge (Publisher)
1st Edition
Published on 30. December 2024
Book
Hardback
170 pages
978-1-032-55513-3 (ISBN)
Description
This accessible book introduces a new theory of critical disciplinary literacy (CDL) that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework. There are unique hurdles in integrating critical and culturally sustaining approaches to literacy into specialized content area classrooms, but this book provides clear, research-grounded strategies and methods that will appeal to teachers and help them foster equitable literacy learning opportunities for all students. Using a critical lens, chapters deconstruct and reconstruct pathways for new practices that push back on familiar, normative literacy approaches in the disciplines. Authors provide a framework for designing new approaches to disciplinary literacy both for and with students, and they present innovative and practical strategies for implementation. With real-world examples from the field, this book will be essential reading for preservice teachers and in courses on literacy and disciplinary instruction.
With vignettes and classroom examples from educators who have been enacting elements of CDL practices for years, this book will be essential reading for preservice educators in courses on both literacy and content instruction. Furthermore, current and seasoned educators and educational leaders will find this book to be an invaluable resource as they wrestle with how to teach disciplinary literacy in ways that move away from approaches that have historically marginalized many voices to approaches that include and center students' languages, histories, and cultures.
With vignettes and classroom examples from educators who have been enacting elements of CDL practices for years, this book will be essential reading for preservice educators in courses on both literacy and content instruction. Furthermore, current and seasoned educators and educational leaders will find this book to be an invaluable resource as they wrestle with how to teach disciplinary literacy in ways that move away from approaches that have historically marginalized many voices to approaches that include and center students' languages, histories, and cultures.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Postgraduate
Illustrations
2 s/w Abbildungen, 2 s/w Zeichnungen, 2 s/w Tabellen
2 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 15 mm
Weight
426 gr
ISBN-13
978-1-032-55513-3 (9781032555133)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

Christina L. Dobbs | Megin Charner-Laird | Jacy Ippolito
Critical Disciplinary Literacy
An Equity-Driven and Culturally Responsive Approach to Disciplinary Learning and Teaching
Book
12/2024
1st Edition
Routledge
€60.60
Shipment within 10-20 days

Christina L. Dobbs | Megin Charner-Laird | Jacy Ippolito
Critical Disciplinary Literacy
An Equity-Driven and Culturally Responsive Approach to Disciplinary Learning and Teaching
E-Book
12/2024
1st Edition
Routledge
€53.99
Available for download

Christina L. Dobbs | Megin Charner-Laird | Jacy Ippolito
Critical Disciplinary Literacy
An Equity-Driven and Culturally Responsive Approach to Disciplinary Learning and Teaching
E-Book
12/2024
1st Edition
Routledge
€53.99
Available for download
Persons
Christina L. Dobbs is Associate Professor and Director of the English Education for Equity and Justice Program at Boston University, USA.
Megin Charner-Laird is Professor of Childhood Education and Co-director of Educational Leadership Programs at Salem State University, USA.
Jacy Ippolito is Professor of Secondary and Higher Education and Co-director of Educational Leadership Programs at Salem State University, USA.
Christine Montecillo Leider is Assistant Professor of Multilingual Learner Education at University of Massachusetts Lowell, USA.
Megin Charner-Laird is Professor of Childhood Education and Co-director of Educational Leadership Programs at Salem State University, USA.
Jacy Ippolito is Professor of Secondary and Higher Education and Co-director of Educational Leadership Programs at Salem State University, USA.
Christine Montecillo Leider is Assistant Professor of Multilingual Learner Education at University of Massachusetts Lowell, USA.
Author
University of Massachusetts-Lowell, USA.
Content
List of Contributors
Acknowledgements
Chapter 1: The Past and Possible Future of Disciplinary Literacy
Chapter 2: Looking Back and Looking Forward: Locating CDL Within the History of Disciplinary Literacy Work
Chapter 3: Framing the Critical Disciplinary Literacy Model
Chapter 4: A CDL Approach to Sociocultural Context
Chapter 5: A CDL Approach to Participants/Students
Chapter 6: A CDL Approach to Tasks/Purposes
Chapter 7: A CDL Approach to Texts
Chapter 8: Learning from Educators Enacting CDL
Chapter 9: Learning from Leaders Supporting CDL
Chapter 10: Getting Started, Keeping Going, and Paving the New Road
Acknowledgements
Chapter 1: The Past and Possible Future of Disciplinary Literacy
Chapter 2: Looking Back and Looking Forward: Locating CDL Within the History of Disciplinary Literacy Work
Chapter 3: Framing the Critical Disciplinary Literacy Model
Chapter 4: A CDL Approach to Sociocultural Context
Chapter 5: A CDL Approach to Participants/Students
Chapter 6: A CDL Approach to Tasks/Purposes
Chapter 7: A CDL Approach to Texts
Chapter 8: Learning from Educators Enacting CDL
Chapter 9: Learning from Leaders Supporting CDL
Chapter 10: Getting Started, Keeping Going, and Paving the New Road