Delicate Layers of Learning: Achieving Disciplinary Literacy Requires Continuous, Collaborative Adjustment

Autor/inn/en	Ippolito, Jacy; Dobbs, Christina L.; Charner-Laird, Megin; Lawrence, Joshua F.
Titel	Delicate Layers of Learning: Achieving Disciplinary Literacy Requires Continuous, Collaborative Adjustment
Quelle	In: Journal of Staff Development, 37 (2016) 2, S.34-38 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Literacy; Partnerships in Education; Middle School Teachers; Secondary School Teachers; Common Core State Standards; Literacy Education; Intellectual Disciplines; Reading Skills; Writing Skills; Communication Skills; Coaching (Performance); Content Area Writing; Content Area Reading; Consultants; Faculty; Adolescents; Leadership; Teaching Methods; Professional Development; Cooperation + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Hochschulpartnerschaft; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Common core curriculum; Curriculum; Kerncurriculum; Geisteswissenschaften; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Kommunikationsstil; Schriftliche Übung; Sinnerfassendes Lesen; Consultant; Berater; Academic Staff; Lehrkörper; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Führung; Führungsposition; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation
Abstract	For middle and high school teachers facing the challenge of implementing the Common Core State Standards, disciplinary literacy instruction is a critical element--and one for which many are unprepared. Disciplinary literacy focuses attention on the reading, writing, and communication skills unique to each discipline (Moje, 2008; Shanahan & Shanahan, 2008). Students need to become literate in discipline-specific ways, but most secondary teachers have had little or no explicit training in disciplinary literacy instruction techniques. For the past five years, a team of instructional coaches, university consultants, and professors teaching courses in adolescent literacy, instructional coaching, and teacher leadership--have learned a great deal about the possibilities and pitfalls of supporting middle and high school teachers' professional learning about disciplinary literacy instruction. This article summarizes some of what the team has learned about the delicate endeavor of working across content areas, across grade levels, and supporting content-area teachers (experts in their respective domains) in tackling the difficult yet rewarding work of enacting disciplinary literacy. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01