Critical Disciplinary Literacy

This accessible book introduces a new theory of critical disciplinary literacy (CDL) that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework. There are unique hurdles in integrating critical and culturally sustaining approaches to literacy into specialized content area classrooms, but this book provides clear, research-grounded strategies and methods that will appeal to teachers and help them foster equitable literacy learning opportunities for all students. Using a critical lens, chapters deconstruct and reconstruct pathways for new practices that push back on familiar, normative literacy approaches in the disciplines. Authors provide a framework for designing new approaches to disciplinary literacy both for and with students, and they present innovative and practical strategies for implementation. With real-world examples from the field, this book will be essential reading for preservice teachers and in courses on literacy and disciplinary instruction. With vignettes and classroom examples from educators who have been enacting elements of CDL practices for years, this book will be essential reading for preservice educators in courses on both literacy and content instruction. Furthermore, current and seasoned educators and educational leaders will find this book to be an invaluable resource as they wrestle with how to teach disciplinary literacy in ways that move away from approaches that have historically marginalized many voices to approaches that include and center students' languages, histories, and cultures.

Christina L. Dobbs is Associate Professor and Director of the English Education for Equity and Justice Program at Boston University, USA. Megin Charner-Laird is Professor of Childhood Education and Co-director of Educational Leadership Programs at Salem State University, USA. Jacy Ippolito is Professor of Secondary and Higher Education and Co-director of Educational Leadership Programs at Salem State University, USA. Christine Montecillo Leider is Assistant Professor of Multilingual Learner Education at University of Massachusetts Lowell, USA.

List of Contributors Acknowledgements Chapter 1: The Past and Possible Future of Disciplinary Literacy Chapter 2: Looking Back and Looking Forward: Locating CDL Within the History of Disciplinary Literacy Work Chapter 3: Framing the Critical Disciplinary Literacy Model Chapter 4: A CDL Approach to Sociocultural Context Chapter 5: A CDL Approach to Participants/Students Chapter 6: A CDL Approach to Tasks/Purposes Chapter 7: A CDL Approach to Texts Chapter 8: Learning from Educators Enacting CDL Chapter 9: Learning from Leaders Supporting CDL Chapter 10: Getting Started, Keeping Going, and Paving the New Road