Jeanne Dyches

Course

EDUC 395: Teaching Disciplinary Literacy

Resource

• Supporting Secondary Teachers’ Critical Disciplinary Literacies

Case Study

Strategy-based texts around disciplinary literacy proliferate. But while many textbooks separately speak to disciplinary literacy concepts and issues of social justice, a textbook melding these often-isolated fields has yet to emerge. Thus, there is a shared pedagogical need between in-service and pre-service teachers, as well as teacher educators, for a text that offers readers an assortment of accessible, ready-to-implement disciplinary literacy strategies informed by critical lenses--that is, critical disciplinary literacy (CDL) strategies. This textbook, co-created with undergraduate teacher candidates in EDUC 395: Teaching Disciplinary Literacy, and supported by in-service teacher experts, offers accessible, research-based, multidisciplinary CDL strategies ready for implementation in secondary classrooms. Moreover, this text fills a void in the field by showing educators how they can teach to name and disrupt oppression while meeting national and local standards (Dover, 2013; Dyches, Sams, & Boyd, 2020; Muhammad, 2019).