Disciplinary Literacy Virtual Library > Self-Paced Learning Modules

Module 1:  What is Disciplinary Literacy?

Lessons are designed for educators wishing to increase their understanding of disciplinary literacy at their own pace.

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Lesson 1.1:  Introduction—Definitions of Disciplinary Literacy 

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Lesson 1.2:  Disciplinary Literacy in Action—STEM Enhanced Disciplinary Literacy

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Lesson 1.3:  Research—What Do Experts Say About Disciplinary Literacy?

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Lesson 1.4:  Planning for Disciplinary Literacy in Your Classroom

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Lesson 1.5:  A Disciplinary Literacy Concept Map

Lesson 1:1:  Introduction - Definitions of Disciplinary Literacy

Task 1:  Read each of the following quotes about disciplinary literacy.  As you read, consider the focus question:  “What is disciplinary literacy?”

• Disciplinary literacy is based on the premise that students can develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, talking, and thinking which that discipline values and uses. (McConachie, et.al., 2006)
• Disciplinary literacy is distinct from "content area" reading. Disciplinary literacy is more aimed at what we teach (which would include how to read and use information like a scientist [or mathematician]), than how we teach (such as how can students read the history book well enough to pass the test). The idea of disciplinary literacy is that students not only have to learn the essential content of a field, but how reading and writing are used in that field.”  (Shanahan and Shanahan, 2008)
• Disciplinary literacy is built on the premise that each subject area or discipline has a discourse community with its own language, texts, and ways of knowing, doing, and communicating within a discipline (O’Brien, Moje, & Stewart, 2001). It moves beyond the notion of “every teacher is a reading teacher” and literacy as an “add-on” set of generic strategies used to improve the reading and writing of subject area texts. Rather, it situates literacy as an integral part of content (Moje, 2008) so that “literacy within the discipline” becomes the goal of disciplinary literacy.” (Zygouris-Coe, 2012)
• Knowledge production in the disciplines operates according to particular norms for everyday practice, conventions for communicating and representing knowledge and ideas, and ways of interacting, defending ideas, and challenging the deeply held ideas of others in the discipline.  (Moje, 2008)

• [E]very science or engineering lesson is in part a language lesson…Students should be able to interpret meaning from text, to produce text in which written language and diagrams are used to express scientific ideas, and to engage in extended discussion about those ideas.  (National Research Council, 2012)
• Rich language environments that promote reading, writing, and speaking help students develop deep understanding of content while supporting their development of literacy skills.”  (Pugalee, 2007)

Task 2:  Disciplinary Literacy Strategy--Matchbook Definition

What is a “matchbook definition”?  A matchbook definition is a short, succinct definition of a concept.  The length should be 8-10 words, short enough to be written on a matchbook.

Using the information gained from reading the quotes above, and your own experiences, write a matchbook definition for “disciplinary literacy.”  Record your definition in an accessible place so you may revisit it as you continue learning about disciplinary literacy.

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