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Val Garcia

What does it mean for students to be literate in my discipline?

To answer the question; What does it mean for students to be literate in my discipline? I

first have to explain what Literacy is. Literacy in general is defined as the ability to read and

write. However, within education, there are two types of literacy; content and disciplinary.

Content is multiple disciplines (Math English History) and disciplinary focuses on a single

discipline. To make this better understandable, Content prescribes study techniques and

reading approaches that can help someone to comprehend or to remember text better (with

little regard to the type of text), whereas disciplinary literacy emphasizes the description of

unique uses and implications of literacy use within the individual discipline (Shanahan, 2012, 8).

Undoubtedly, the importance lies in learning to read and write, but also being able to

understand what was read and written is an important skill a student can have in school and

life. I see that teaching literacy skills in other content is an issue for the school. However, I have

an idea that could help resolve this.

Since the school already focuses on problem-based learning among other content areas.

Which have real-life experiences in science, math, and the medical fields. All that’s needed is to

make a connection to the other content areas that are missing. The Foundation has already

been set, there’s no need to completely redo it, but to start building. So that other content

areas like History and English are included. Take History (my discipline) for example, Using the

medical field as the underlining topic, many different directions can be taken to connect

history. Ideas for lessons such as; The introduction to modern medicine, medicine in early
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human history, and medieval medical practices. There are vast amounts of knowledge out there

discussing medicine. All with countless connections that can be made. I believe English can do

the same, though that is not my area of expertise. In which, my second point comes in. Other

teachers can work together even on a small scale that combines different content areas for

better literacy learning.

Teaching literacy in my discipline is easy for me because that is the discipline in which I

specialize in. I can give vast amounts of knowledge and resources that I’ve been gathering. The

problem comes when I try to act like I know the other content areas. These areas are not my

specialization and could be difficult and unproductive to try teaching English, Math, and Science

when I am unfamiliar with them. That’s where working with other content area teachers come

in. By working with others who know what they’re doing regarding their subject. They do a

better job explaining the math and science behind something better than what I can do.

However, they might not know the history behind something. Yet I do. That’s the advantage of

working with others. It’s also noted that students learn more when other contents are brought

in. “Integrated teaching and learning processes enable children to acquire and use basic skills in

all the content areas and to develop positive attitudes for continued successful learning

(Bredekamp& Rosegrant 1992).” Working with others to create lessons with the same

underlining point can help students learn more. While also making it more relatable and

memorable at the same time. I like thinking of it as, literacy not being something that is taught

by one subject but by all. It is a universal skill after all.

Returning to the Compelling question, I’d like to share ways on how I will integrate

literacy into my discipline. Sharing some resources, differentiation strategies, and specific ways.
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The thing is, “Disciplinary literacy matters in history. To understand why something happened

in the past, or what compelled someone to write a particular text, historians must situate

authors and events in the context of contemporary events, peers, and ideas; such writing

highlights the relationships between contiguous events (Sono, 2010).” Also, one of the most

important steps I take in my classroom environment and my actions. Where “Classroom

environments and teacher actions can sustain and encourage, or undermine, student

motivation and engagement in academic literacy tasks. Three important instructional practices

are having students make connections, creating safe and responsive classrooms, and having

students regularly interact with text and with one another about the text (Judith, 2007).” My

classroom and I are the first things that students see when they come in through my doors. If it

feels that it is not welcoming then student engagement and motivation will not be there. That

is why I must practice and continue to practice being welcoming, that way students feel

comfortable and are willing to participate in my class. Hence why it is my most important step.

It would be difficult to teach literacy if this step is not checked. The next step is differentiation.

There are many different ways students learn and what their needs are. So, planning around

those students should always be kept in the back of my mind. Perhaps creating a modular

approach in which I break up activities into smaller chunks. For students to self-pace

themselves. Incorporating small groups for students to help and support each other. Mostly

making it so my students and myself are not overwhelmed. Below are examples of materials

and resources that help me with this.

When it comes down to it, I’ve realized that for students to be literate in my discipline

not only should it be only taught me but by others through connection. Literacy is not taught
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just by one specific content but by all. Literacy is and will always be used in all the contents,

Math, English, History, etc. Working together to bring all the contents together not only helps

students learn more, but it helps shape and improves their literacy skills. So, for students to be

literate in my disciple I have to teach literacy, differentiate, and use practices. Most importantly

work with other teachers to combine the contents.

Personal Reflection of the Semester

Looking back to Day 1, when I created my Flip grid describing my personal literacy. I’ve

seen how a lot has changed over the semester. I’ve learned vast amounts of knowledge about

what literacy is. Back in my Flip grid, I’ve stated that I was not a fan of literacy that all my

writing was assignments based on a single particular class or that my readings were all for a

specific class usually English. I wonder, perhaps if there was a cross-content approach maybe I

would’ve enjoyed it more. That’s why when I begin teaching, I want to try and get involved with

the other content areas and work with them under literacy. This was realized when working on

my interdisciplinary learning experience. Even though it was only two contents History and

Science I was surprised what we were able to come up with. Where if put to the test it can

defiantly make for a more memorable learning experience. If there is one thing to take away

from the course. It is that Literacy is best taught working with other content areas.
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Resources

Visual Representation of Adolescent Literacy

https://app.popplet.com/#/p/5735022

Diverse Learners Graphic Organizer

Download Copy of Diverse Learners Compare and Contrast.pdf

Creating Engaging and Motivating Learning Environments

Download Survey Responses -1.pdf

Vocabulary Task

Download Vocab Task- Latin Root Words .pdf

Differentiated Lesson planning

Download Differentiated Lesson Planning.pdf

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References

Bredekamp, S. & Rosegrant, T. (Eds). (1992). Reaching potentials: Appropriate curriculum and

assessment for young children. Volume 1. Washington, DC: National Association for the

Education of Young Children.

Monte-Sano, C. (2010). Disciplinary literacy in history: An exploration of the historical nature of

adolescents' writing. Journal of the Learning Sciences, 19(4), 539–568.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking

content-area literacy. Harvard Educational Review, 78(1), 40–5

Judith, J. (2007). Chapter 1. Student Motivation, Engagement, and Achievement. Retrieved

October 11, 2020, from

http://www.ascd.org/publications/books/107034/chapters/Student-Motivation,-

Engagement, -and-Achievement.aspx