By Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. Resnick
Chapter 1 attractive content material lecturers in Literacy improvement (pages 1–13): Stephanie M. McConachie and Anthony R. Petrosky
Chapter 2 Disciplinary Literacy: A Principle?Based Framework (pages 15–31): Stephanie M. McConachie
Chapter three Disciplinary Literacy within the heritage school room (pages 33–61): Anita ok. Ravi
Chapter four Disciplinary Literacy within the arithmetic lecture room (pages 63–85): Victoria L. invoice and Idorenyin Jamar
Chapter five Disciplinary Literacy within the technological know-how lecture room (pages 87–127): Samuel A. Spiegel, Jody Bintz, Joseph A. Taylor, Nancy M. Landes and Deborah L. Jordan
Chapter 6 Disciplinary Literacy within the English Language Arts school room (pages 129–161): Anthony R. Petrosky, Stephanie M. McConachie and Vivian Mihalakis
Chapter 7 Embedding Disciplinary Literacy: management studying (pages 163–196): Stephanie M. McConachie and Rosita E. Apodaca
Read or Download Content Matters: A Disciplinary Literacy Approach to Improving Student Learning PDF
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Extra info for Content Matters: A Disciplinary Literacy Approach to Improving Student Learning
They assemble a multitude of source information in order to test out these ideas and questions and to be true to the historical record by attending to the fragments this record leaves behind. Elements of each source then feed the production of the narrative, which is constantly checked and revised against the historian’s theories about history, growing knowledge about the topic, and argumentative focus of the study at hand (Leinhardt & Young, 34 Content Matters 1996; Wineburg, 1994). Historians are also concerned with the multitude of voices, or historical actors, in any given situation.
These knowledge communities have norms for literacy that follow from speciﬁc organizational structures, knowledge bases, and driving questions. Learners of a discipline use these norms to respond to and evaluate experiences, complex problems, the physical world, and existing text. Disciplinary views acknowledge the value of adolescent students’ learning specialized knowledge about the world: ‘‘Disciplines exist because they exert control over the social and natural world, without which social and natural phenomena remain mysterious or enigmatic, and at times unmanageable.
We use the expression ‘‘habits of thinking’’ as an umbrella term for knowing how to work in different disciplines. The term is shorthand for the ways that members of different communities read, inquire, reason, investigate, speak, write, and co-construct their respective knowledge bases. By integrating content knowledge and habits of thinking within their disciplines, teachers can model for their students speciﬁc ways to investigate key topics. In other words, teachers must have content expertise—both the conceptual knowledge and the habits of thinking of their disciplines—plus instructional techniques and approaches or habits of practice that scaffold students’ learning.