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This accessible book introduces a new theory of Critical Disciplinary Literacy that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework. It provides research-grounded strategies and methods that will help teachers foster equitable literacy learning opportunities for all students.
List of contents
List of ContributorsAcknowledgementsChapter 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
About the author
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.
Summary
This accessible book introduces a new theory of Critical Disciplinary Literacy that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework. It provides research-grounded strategies and methods that will help teachers foster equitable literacy learning opportunities for all students.
