Disciplinary Literacy: Disciplinary Literacy: Why it Matters and Why it Matters and

What We Should Do About ItWhat We Should Do About It

Elizabeth Birr MojeElizabeth Birr MojeNational Writing Project National Writing Project

ConferenceConferenceWhat’s Next: Possibilities for Literacy What’s Next: Possibilities for Literacy

and Content Area Learningand Content Area LearningMarch 6, 2010March 6, 2010

HELPING YOUTH NAVIGATE HELPING YOUTH NAVIGATE FROM EVERYDAY TO FROM EVERYDAY TO DISCIPLINARY LITERACY DISCIPLINARY LITERACY PRACTICESPRACTICES

. . . Or . . . . . . Or . . .

WHAT IS DISCIPLINARY WHAT IS DISCIPLINARY LITERACY?LITERACY?

A Prior QuestionA Prior Question

What is Disciplinary What is Disciplinary Literacy?Literacy?

Disciplinary literacy perspectives Disciplinary literacy perspectives argue that the tools of knowledge argue that the tools of knowledge production and critique, whether production and critique, whether rooted in the disciplines or in rooted in the disciplines or in everyday life, should be uncovered, everyday life, should be uncovered, taught, and practiced.taught, and practiced.

Disciplines v. subject areasDisciplines v. subject areas

Discipline-Specific Literacy Discipline-Specific Literacy Teaching Teaching

Practices/StrategiesPractices/Strategies How do members of the discipline use How do members of the discipline use

language on a daily basis?language on a daily basis?

What kinds of texts do they turn to or What kinds of texts do they turn to or produce as part of their work?produce as part of their work?

How are interactions with members of the How are interactions with members of the discipline shaped (or governed by) texts?discipline shaped (or governed by) texts?

Who are the primary audiences for Who are the primary audiences for written work in your discipline?written work in your discipline?

Discipline-Specific Literacy Discipline-Specific Literacy Teaching Teaching

Practices/StrategiesPractices/Strategies What are the standards for warrant

demanded by those audiences? Are there words or phrases that are

demanded by or taboo in your discipline? Are there writing styles that are demanded

by or taboo in your discipline? What is unique about your discipline in

terms of reading, writing, speaking, and listening?

HIST PRAC For example, historians:

•Frame historical problems

•Locate and use residues/evidence from past

•Analyze and use evidence through interconnected practices of "sourcing, corroborating and contextualizing“

•Determine significance of evidence and events

•Look for patterns in welter of facts and events and "colligate" these to create a concept or periodization scheme that imposes sense on that welter of events, e.g. "renaissance" is a colligated term

•Periodize and/or use the periodization schemes of others

•Read others’ historical accounts

•Produce historical accounts

•Present/publish historical accounts

(adapted from R. B. Bain, 2007)

MATH PRAC For example, mathematicians:

•Ask “Natural Questions” in a given mathematical context

•Explore and experiment with the context

•Represent the context and examine the representation

•Look for organizing Structure or Pattern

•Consult with colleagues orally or in the literature

•Look for Connections as a result of consultation

•Seek Proofs or disproofs

•Follow Opportunities

•Write finished exposition of a proof

•Analyze Proofs (proof analysis)

•Present/publish proofs

•Use appropriate conventions to produce Aesthetically pleasing results

(Adapted from H. Bass, 2007)

WHY DISCIPLINARY WHY DISCIPLINARY LITERACY MATTERS?LITERACY MATTERS?

Question 1Question 1

Why Disciplinary Why Disciplinary Literacy?Literacy?

Disciplinary slicing of middle school, Disciplinary slicing of middle school, high school, and university into high school, and university into subject-areas leads to:subject-areas leads to: Masking of the role that disciplinary Masking of the role that disciplinary

practices play in knowledge productionpractices play in knowledge production Reification of disciplinary differencesReification of disciplinary differences Challenges to coherence for the learnerChallenges to coherence for the learner

Access and OpportunityAccess and Opportunity

Explicit attention to navigation Explicit attention to navigation across multiple discourse across multiple discourse communities provides greater access communities provides greater access to more young peopleto more young people

In the service of enhancing subject-In the service of enhancing subject-matter learning (i.e., to develop deep matter learning (i.e., to develop deep subject-matter proficiency)subject-matter proficiency)

Builds critical literacy skills for an Builds critical literacy skills for an educated citizenryeducated citizenry

What is the relationship What is the relationship between disciplinary and between disciplinary and

generic literacy?generic literacy? Key “Generic” Literacy Skills/StrategiesKey “Generic” Literacy Skills/Strategies

PredictingPredicting PreviewingPreviewing QuestioningQuestioning MonitoringMonitoring VisualizingVisualizing SummarizingSummarizing

Most “strategy instruction” attempts to Most “strategy instruction” attempts to develop these strategies/skills in readersdevelop these strategies/skills in readers

Discipline-Specific Discipline-Specific Literacy Teaching Literacy Teaching

Practices/StrategiesPractices/Strategies Previewing like a historianPreviewing like a historian

Who is the author?Who is the author? When was this written?When was this written? What is the context?What is the context?

Previewing like a biologistPreviewing like a biologist What is the problem/phenomenon I’m studying?What is the problem/phenomenon I’m studying? What do I know about this phenomenon?What do I know about this phenomenon? What do I predict/hypothesize about the What do I predict/hypothesize about the

phenomenon?phenomenon?

History Previewing History Previewing Example:Example:

A Nation of ImmigrantsA Nation of Immigrants If I told you to that we were reading If I told you to that we were reading

a chapter from the book, a chapter from the book, A Nation of A Nation of ImmigrantsImmigrants, what do you expect it , what do you expect it would be about?would be about? If I told you that the book was written in If I told you that the book was written in

1961, how would that change your 1961, how would that change your predictions?predictions? If I told you that the author was John F. If I told you that the author was John F.

Kennedy, how would that change your Kennedy, how would that change your predictions?predictions?

Now it’s your turn . . . Now it’s your turn . . .

Previewing like a mathematician? Previewing like a mathematician? ???? ????

Previewing like a literary theorist or Previewing like a literary theorist or textual critic?textual critic? ???? ????

Differences across Content Differences across Content Areas: Areas:

The Persuasive EssayThe Persuasive EssayLetter to the Letter to the EditorEditor

Essay or Essay or Poem for Poem for English ClassEnglish Class

Social Social Science EssayScience Essay

Personal Personal opinion or opinion or personal personal experience; may experience; may include include argumentation; argumentation; clear stance; clear stance; language used language used to indicate to indicate personal personal opinionopinion

Personal Personal opinion or opinion or experiences experiences AND logical AND logical reasoning or reasoning or illustrative illustrative imagery; imagery; language used language used to argue a point to argue a point or to convey or to convey images and images and experiencesexperiences

Distanced Distanced stance, stance, evidence to evidence to support stance, support stance, logical logical reasoning to tie reasoning to tie evidence to evidence to claim; language claim; language used to convey used to convey distance and distance and objectivityobjectivity

WHAT TO DO ABOUT WHAT TO DO ABOUT DISCIPLINARY LITERACY?DISCIPLINARY LITERACY?

Question 2Question 2

The Work to Be DoneThe Work to Be Done

Disciplinary ReadingDisciplinary Reading Disciplinary WritingDisciplinary Writing

Disciplinary ReadingDisciplinary Reading Reading like an XReading like an X Drawing from and developing Drawing from and developing

“necessary knowledge”“necessary knowledge” Talking about textsTalking about texts Synthesizing across texts (or “coming Synthesizing across texts (or “coming

back around”)back around”) Teachers taking on textsTeachers taking on texts

NECESSARY KNOWLEDGENECESSARY KNOWLEDGEDrawing from and Developing . . . Drawing from and Developing . . .

Country/Region 1890 1910 1920

Great Britain 1,251,402 1,221,283 1,135,489

Ireland 1,871,509 1,352,251 1,037,234

Germany 2,784,894 2,311,237 1,686,108

Italy 1,887 1,343,125 1,610,113

Romania NA 937,884 1,139,979

Poland 48,557 65,923 102,823

Foreign-Born Residents by Country of Origin, 1890-1920

Country of Origin

Year Total Entering U.S.

Great Britain

Eastern Europe

Italy

1920 430,001 38,471 3,913 95,145

1921 805,228 51,142 32,793 222,260

1922 309,556 25,153 12,244 40,319

1923 522,919 45,759 16,082 46,674

1924 706,896 59,490 13,173 56,246

1925 294,314 27,172 1,566 6,203

304,488 25,528 1,596 8,253

Immigration Statistics, 1920-1926

TALKING ABOUT TEXTSTALKING ABOUT TEXTSEmphasis on Emphasis on TEXTTEXT

TAKING ON TEXTSTAKING ON TEXTSAnalyzing the texts of instructionAnalyzing the texts of instruction

Text AnalysisText Analysis

Analysis of Nature of the Text:Analysis of Nature of the Text:   Structure and tone of this text?Structure and tone of this text?

Syntactic (i.e., sentence structure, organization) Syntactic (i.e., sentence structure, organization) complexitycomplexity

Semantic complexitySemantic complexity CohesionCohesion

Organization and flow of ideasOrganization and flow of ideas Density of ideasDensity of ideas Key ideas or conceptsKey ideas or concepts Key words or technical terms Key words or technical terms Density of vocabularyDensity of vocabulary Texts within text?Texts within text? Role of images, charts, or graphs Role of images, charts, or graphs

Coh-Metrix (Graesser & McNamara)Coh-Metrix (Graesser & McNamara)

Text AnalysisText Analysis

Analysis of Relationship between Text Analysis of Relationship between Text and Reader:and Reader:

Assumed knowledgeAssumed knowledge Challenges to an adult reader with relatively Challenges to an adult reader with relatively

deep knowledge of this subjectdeep knowledge of this subject Challenges to adolescent readers of this textChallenges to adolescent readers of this text Necessary scaffoldingNecessary scaffolding

Scaffolding necessary for STRUGGLING readers?Scaffolding necessary for STRUGGLING readers? Cultural, racial/ethnic, or gendered connectionsCultural, racial/ethnic, or gendered connections

Text AnalysisText Analysis

Analyzing and Planning for Analyzing and Planning for Relationships Across Texts:Relationships Across Texts:

  How would you select other texts to How would you select other texts to accompany this one?accompany this one?

What connections might you imagine What connections might you imagine students making across texts?students making across texts?

What connections would you try to What connections would you try to help students see across the texts?help students see across the texts?

What do you need to What do you need to address in the text and address in the text and

with your students?with your students? Vocabulary?Vocabulary?

Conceptual definingConceptual defining Vocabulary concept cardsVocabulary concept cards Concept of Definition mapsConcept of Definition maps

DistinguishingDistinguishing Semantic Feature AnalysisSemantic Feature Analysis Morphological analysisMorphological analysis

Simple defining!Simple defining! Text Structure?Text Structure?

Text structuring strategiesText structuring strategies Graphic or relational Graphic or relational

organizingorganizing Prior Knowledge?Prior Knowledge?

BrainstormingBrainstorming PreviewingPreviewing

Preview GuidesPreview Guides Advance OrganizersAdvance Organizers

PredictingPredicting POEPOE Anticipation/Reaction GuidesAnticipation/Reaction Guides

VisualizingVisualizing

Lack of coherence?Lack of coherence? Purpose settingPurpose setting Graphic organizersGraphic organizers Comprehension monitoringComprehension monitoring NotetakingNotetaking

Disciplinary reading Disciplinary reading strategies?strategies?

Problem framingProblem framing Evaluating data warrantEvaluating data warrant CritiquingCritiquing SynthesizingSynthesizing Applying to investigations or Applying to investigations or

activitiesactivities

SYNTHESIZING ACROSS SYNTHESIZING ACROSS TEXTSTEXTS

Helping youth read across textsHelping youth read across texts

Synthesis JournalsSynthesis Journals

Primary Source 1

Primary Source 3

Primary Source 2

Primary Source 4

Analysis across texts

(i.e., a history)

Summarizing From and Summarizing From and Synthesizing Across Texts: Synthesizing Across Texts:

Questions Into ParagraphsQuestions Into Paragraphs

Sub-Questions Source 1 Source 2 Source 3 SUMMARY

Adapted from:

McLaughlin, E. M. (1986). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher.

  1. What are the sources of this material?

       

 2. What are the effects of this material in the air?

       

 3. How much of this material is typically found in air?

       

 

SUMMARY:       

Driving Question: What affects the quality of air in my community?Learning Set Question: Is material X a pollutant?

Disciplinary WritingDisciplinary Writing

Exposure to and opportunities to Exposure to and opportunities to write multiple genres and registerswrite multiple genres and registers

Learning to write the valued genres Learning to write the valued genres and register of the discipline . . . and register of the discipline . . . really wellreally well

OPPORTUNITIES TO WRITEOPPORTUNITIES TO WRITEExposure to Writing . . . Exposure to Writing . . .

Student writing in English Student writing in English classclassDetroitDetroit

Motor city of the worldMotor city of the worldAutomaker and designerAutomaker and designer

A player of cars and casinosA player of cars and casinosA city of violenceA city of violence

They tell me your the #1 murder cityThey tell me your the #1 murder cityFor I have seen your people and streets.For I have seen your people and streets.They tell me you are feared and violentThey tell me you are feared and violentAnd I have seen the results of that withAnd I have seen the results of that with

My friends who have passed away.My friends who have passed away.For the people who want to show me theFor the people who want to show me the

Good side, I’ll show them my reality.Good side, I’ll show them my reality.The view that only people who live here see and hear.The view that only people who live here see and hear.

Gang violence, gun shots, drug dealing, rappistsGang violence, gun shots, drug dealing, rappistsProstitutes, crackheads, bumps, thieves, burn houses,Prostitutes, crackheads, bumps, thieves, burn houses,

And dirty streets.And dirty streets.All of this hides under those beautiful buildings All of this hides under those beautiful buildings

In Downtown.In Downtown.Under the unknown places of the camera hidesUnder the unknown places of the camera hides

This terrible everyday dilema we have to go through.This terrible everyday dilema we have to go through.Underneath the streets of Detroit hides its peopleUnderneath the streets of Detroit hides its people

And underneath those peopleAnd underneath those peopleTheir solidarity toward society.Their solidarity toward society.

Student writing in Social Student writing in Social StudiesStudies

I think middle school students should be required to participate in a I think middle school students should be required to participate in a community service program because it make them more responsible community service program because it make them more responsible and teaches them what work realy is.and teaches them what work realy is.

Another reason I think this is because it will help them to be Another reason I think this is because it will help them to be successful and not to die as a teen gang member. Some people have successful and not to die as a teen gang member. Some people have thrown away their lives in gangs this community service program thrown away their lives in gangs this community service program will help prevent that by keeping students away from gangs and will help prevent that by keeping students away from gangs and away from drugs.away from drugs.

The Core Democratic Value that I choose is Common good, I chose The Core Democratic Value that I choose is Common good, I chose this value because it states that we should protect and provide safty this value because it states that we should protect and provide safty for our community as well as for anyone who lives here. Also for our community as well as for anyone who lives here. Also because the community service program reduces the gang killings because the community service program reduces the gang killings and increases the safty around us. Community servics are when and increases the safty around us. Community servics are when students help around their community and to help older neighbors students help around their community and to help older neighbors cut the lawn, rake the leafs, or shovel the snow.cut the lawn, rake the leafs, or shovel the snow.

I have learned that gangs are no good they bring nothing but I have learned that gangs are no good they bring nothing but trouble. All gangs are just about which gang is better the only trouble. All gangs are just about which gang is better the only things they do are fight, steal and cause trouble. Here in Detroit things they do are fight, steal and cause trouble. Here in Detroit there have been alot of teens being killed because they were there have been alot of teens being killed because they were involved in gangs.involved in gangs.

LEARNING TO WRITE LEARNING TO WRITE WELLWELL

Valued Genres and RegistersValued Genres and Registers

Scientific Explanation Scientific Explanation Writing: An Iterative Writing: An Iterative

PracticePractice Examination of explanations written by others Examination of explanations written by others Classroom-based, whole-group generation of Classroom-based, whole-group generation of

rubric using models (i.e., comes from the rubric using models (i.e., comes from the students; see next slide)students; see next slide)

Engagement in scientific investigationsEngagement in scientific investigations Writing to explain one’s own investigationsWriting to explain one’s own investigations Peer review (e.g., poster displays, museum walks)Peer review (e.g., poster displays, museum walks) Revision of explanationsRevision of explanations New investigations, new explanations, more peer New investigations, new explanations, more peer

reviewreview And the cycle continues . . . . And the cycle continues . . . .

IN AN AGE OF IN AN AGE OF ACCOUNTABILITYACCOUNTABILITY

Dilemmas of Literacy Instruction . . . .Dilemmas of Literacy Instruction . . . .

Dilemmas of InstructionDilemmas of Instruction

Writing to a rubric (i.e., “rules”)Writing to a rubric (i.e., “rules”) Writing to a problematic rubricWriting to a problematic rubric

State Social Studies State Social Studies Writing RubricWriting Rubric

State a claim.State a claim. Use at least one piece of data from Use at least one piece of data from

the data provided.the data provided. Use a core democratic value to Use a core democratic value to

support your argument.support your argument. Use at least one idea or principle Use at least one idea or principle

from one of the social studies from one of the social studies (economics, history, civics, etc.) to (economics, history, civics, etc.) to support your argument.support your argument.

Dilemmas of InstructionDilemmas of Instruction

Writing mixed genresWriting mixed genres Writing “objective” pieces about Writing “objective” pieces about

highly personal or social issueshighly personal or social issues

TEACHING PRACTICESTEACHING PRACTICESTo Address the Dilemmas . . . To Address the Dilemmas . . .

Teaching Practices: Teaching Practices: Task AnalysisTask Analysis

What does the task assume about youth and/or ask them to do as thinkers?

What do youth need to know to meet the task demands?

What kind of text does the task ask youth to produce?

What do we need to do instructionally to scaffold young people’s thinking before they even begin to write?

A Few More Teaching A Few More Teaching PracticesPractices

Writing multiple versionsWriting multiple versions Teaching students to “go to” or Teaching students to “go to” or

abstract the larger issueabstract the larger issue Explicitly critiquing the rubric with Explicitly critiquing the rubric with

and for studentsand for students

DISCIPLINARY LITERACYDISCIPLINARY LITERACYThe Dangers of . . . The Dangers of . . .

Reifying PracticesReifying Practices

HIST PRAC For example, historians:

•Frame historical problems

•Locate and use residues/evidence from past

•Analyze and use evidence through interconnected practices of "sourcing, corroborating and contextualizing“

•Determine significance of evidence and events

•Look for patterns in welter of facts and events and "colligate" these to create a concept or periodization scheme that imposes sense on that welter of events, e.g. "renaissance" is a colligated term

•Periodize and/or use the periodization schemes of others

•Read others’ historical accounts

•Produce historical accounts

•Present/publish historical accounts

(adapted from R. B. Bain, 2007)

MATH PRAC For example, mathematicians:

•Ask “Natural Questions” in a given mathematical context

•Explore and experiment with the context

•Represent the context and examine the representation

•Look for organizing Structure or Pattern

•Consult with colleagues orally or in the literature

•Look for Connections as a result of consultation

•Seek Proofs or disproofs

•Follow Opportunities

•Write finished exposition of a proof

•Analyze Proofs (proof analysis)

•Present/publish proofs

•Use appropriate conventions to produce Aesthetically pleasing results

(Adapted from H. Bass, 2007)

For more information . . .For more information . . .

www.umich.edu/~moje