Disciplinary Literacy Inquiry & Instruction, Second Edition
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| Title: | Disciplinary Literacy Inquiry & Instruction, Second Edition |
|---|---|
| Language: | English |
| Authors: | Jacy Ippolito, Christina L. Dobbs, Megin Charner-Laird |
| Source: | Harvard Education Press. 2024. |
| Availability: | Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home |
| Peer Reviewed: | N |
| Page Count: | 248 |
| Publication Date: | 2024 |
| Document Type: | Book Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Intellectual Disciplines, Literacy, Professional Identity, Faculty Development, Teacher Collaboration, Models, Teaching Methods, Elementary Secondary Education, Best Practices, Culturally Relevant Education |
| ISBN: | 978-1-68253-901-9 |
| Abstract: | In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K-12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the development of new instructional skills but also inspires hope, authentic engagement, and collaboration among teachers and educational teams. Ippolito, Dobbs, and Charner-Laird show how their adaptable framework, which is based on the RAND model of reading comprehension, allows educators across grade levels to embrace the language, genre, and modality of their particular subject areas while attuning specifically to texts, tasks, students, and classroom cultures. Offering research-based best practices, guiding questions, and concrete real-world examples, they prepare teachers to meet the demands of today's educational climate. This useful resource for professional learning demonstrates how the disciplinary literacy framework can guide both larger-scale and hyperlocal implementation. It maintains a special focus on critical disciplinary literacy work, which interweaves the ideas of disciplinary literacy with critical, culturally sustaining, and antiracist pedagogies. It also prepares educators to serve diverse student populations with specific literacy-learning needs, including neurodivergent students, deaf students, and multilingual learners. This book gives teachers and school leaders the tools to equip a more technically proficient, informed, and creative citizenry. [Foreword by Jenee Uttaro and Jenelle Williams.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://hep.gse.harvard.edu/9781682539019/disciplinary-literacy-inquiry-and-instruction-second-edition/ |
| Accession Number: | ED647447 |
| Database: | ERIC |
| Abstract: | In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K-12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the development of new instructional skills but also inspires hope, authentic engagement, and collaboration among teachers and educational teams. Ippolito, Dobbs, and Charner-Laird show how their adaptable framework, which is based on the RAND model of reading comprehension, allows educators across grade levels to embrace the language, genre, and modality of their particular subject areas while attuning specifically to texts, tasks, students, and classroom cultures. Offering research-based best practices, guiding questions, and concrete real-world examples, they prepare teachers to meet the demands of today's educational climate. This useful resource for professional learning demonstrates how the disciplinary literacy framework can guide both larger-scale and hyperlocal implementation. It maintains a special focus on critical disciplinary literacy work, which interweaves the ideas of disciplinary literacy with critical, culturally sustaining, and antiracist pedagogies. It also prepares educators to serve diverse student populations with specific literacy-learning needs, including neurodivergent students, deaf students, and multilingual learners. This book gives teachers and school leaders the tools to equip a more technically proficient, informed, and creative citizenry. [Foreword by Jenee Uttaro and Jenelle Williams.] |
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| ISBN: | 978-1-68253-901-9 |
