This Is Disciplinary Literacy: Reading, Writing, Thinking, and Doing . . . Content Area by Content Area

by ReLeah Cossett Lent

Think you understand Disciplinary Literacy? Think again.

In this important reference, content teachers and other educators explore why students need to understand how historians, novelists, mathematicians, and scientists use literacy in their respective fields. ReLeah shows how to teach students

Genres: Education, Professional Development, Nonfiction, Teaching, School, Textbooks, Writing

232 pages, Paperback

First published September 15, 2015

Reviews

[Tara Brabazon · Rating 5 out of 5]

This book takes on the maxim that every teacher is a writing teacher. Instead, Lent explores the specificity of writing within disciplines. So science literacy is different from food literacy.

She aligns ways of thinking with ways of teaching. While this project is nested in the school system and curriculum, I recognized the profound consequences of her research for doctoral education in particular.

A great book. Applicable. Rigorous. Fascinating. Much future thought and research will emerge from this fine project. A pleasure to read.

[Bridget · Rating 4 out of 5]

I wish I had read this in a more concentrated way because there are so many takeaways. I especially found the is helpful because this year I’m teaching English, biology, and US history - and this book touches on all of them. Recommended for fellow educators in the content areas.

[Jamie Johnson Leach · Rating 5 out of 5]

One of the best education books I've read this year! Real world examples of literary that ROCK! :-) Enjoy Today!

[Sheila Bracken · Rating 4 out of 5]

Disciplinary literacy is essentially the idea of reading and writing across the curriculum. It doesn’t mean that math, science, and history teachers are teaching students how to read and write. It means that they’re teaching students how people who work in those fields of study read and write because it’s significantly different than what is required in English. For example, writing in English allows students to infer and to write in first person; however, history and science do not.
This book, given to me after facilitating a workshop about cross curricular collaboration, has lots of information to help those who have not talked to their colleagues or students about the differences in reading and writing in other core classes. It encourages teachers in different departments to talk to each other and provides lots of ideas for lessons that target each core subject to help those who practice collaboration and those that do not but want to help their students become better readers and writers.
In addition to reading the book, I’ve been participating in an online book study about it. It’s been nice to see that there are others in my district who are also engaged in shifting the paradigm and helping teachers in other disciplines “understand that literacy is an inherent part of each discipline.” They, like me, are working to move students from passive learners to critical thinkers who ask good questions that drive their thinking.
My rating comes not from any notion of dated material or irrelevant ideas but from the fact that much of the information is not new to me; I’ve seen it or heard many of the ideas in other works or workshops. 3.5

[Larry Jarocki · Rating 4 out of 5]

This one I read for a class I'm teaching on content area reading and writing. Glad I did. It really got me thinking about the reading and writing that could be done in non-ELA classes. My students, interning teachers with real-world classes they're dealing with on a day-to-day basis while still learning the ropes, had varied reactions to Cosset Lent's ideas. In particular, the auto shop teacher was skeptical about what he could bring to kids working on an engine for most of the period and how the kids in his class would respond to the addition of reading material in the lessons. I'm still working with him on this, but he and a few other teachers aren't convinced that they have the time or the need to be working on disciplinary literacy when they have so much else they're to be covering. As new teachers, they also feel that they have little voice in curriculum choices. If they were to come to their PLC, they might not be listened to by more seasoned teachers. It seems that a shift in thinking at a larger level would be necessary to implement disciplinary literacy in some subject areas and/or as a school. That being said, I have to also say that the ideas here are interesting and thought-provoking.
At times, the book left me wanting more specifics on implementing disciplinary literacy. Too often it seemed to say "go to your PLC and hash it out with your peers." It did, however, get me wanting to research more into this area. All in all, a good read that made me reconsider what and how I'm teaching in my own classes and when working with new teachers.

[Douglas Allard · Rating 3 out of 5]

While I agree with the overall premise of this book, it really is limited in its implicit application of its ideas. The ideas for classroom application are often lacking in specifics or are exemplars from AP classrooms. One chapter was from a whole school model.

I did like the idea of learning logs and using writing to show learning, but there seemed to be a disconnect in the book. The book claimed that inquiry was the best approach, but prescribes that student will write and read better when they know the material. This is often difficult in an independent inquiry model.

There is another book with “in action” in the title. Maybe that’s what I am looking for.

[Cata Poblete · Rating 5 out of 5]

Muy buen libro que aporta muchas estrategias prácticas de cómo incorporar la lectura y escritura en todas las asignaturas con el foco puesto en el estudiante. Las estrategias sugeridas ayudan a estimular el pensamiento de manera profunda, llevándolos a ser aprendices activos. El libro presenta un sólido marco teórico para cada estrategia y lo bacan es que son cosas que literal lees hoy y puedes aplicar mañana en tu sala.

[Dylan Teut · Rating 5 out of 5]

This was a textbook for my content area literacy doctoral course, and it is the best read I've ever encountered on content area literacy (disciplinary literacy). It takes the notion of what we've known as "content area literacy" for years and turns it on the side, leaving us to ponder on best practices. Loved and highly recommend for any teacher.

[Jayla_Reads · Rating 4 out of 5]

I had to read this book for my class at UNCP and for it to be an educational book I quite enjoyed it and it kept me interested as far as studying goes which is normally a hard task for me to stay focused. So I rated 4/5 stars being it’s not a favorite but still a good book. The author explains in an easy tone that helps the reader stay focused and understand the processes the author explains to the reader.

[Taylor Panezott · Rating 3 out of 5]

I loved learning about the importance of reading and writing across different content areas (e.g., math/science), but it lacked strategies for learners who have limited communication or for learners with specific learning needs.

[Sam Spero · Rating 3 out of 5]

This was a book I had to read for my grad school class for literacy in the content areas. It does a great job explaining how to teach literacy aside from ELA classes. Great for future reading specialists

[Brit Brade · Rating 5 out of 5]

I really appreciated this text. There are many practical suggestions and perspecives that will be beneficial in my career as an educator.

[Thea · Rating 3 out of 5]

Ch 1, 2, 4, 5 ONLY.

[Katarina Pantic · Rating 4 out of 5]

An easy read. Interesting take on how to teach literacy (reading and writing) beyond ELA classes and across all other classes. Ideas and recommended readings included.

[KP · Rating 4 out of 5]

This is probably the first textbook for school that I actually ENJOYED reading. My mind is swimming with ideas on how to put into practice what I learned with my own students.

[Kady · Rating 5 out of 5]

This was definitely one of the better textbooks I read for my Grad School courses.

[Derly Johanna · Rating 5 out of 5]

Good for ESL teachers too! you understand more about the language used in different content areas.

[Marie-Sharrane]

Remember, as Lauren Resnick puts it, students will learn when they are "treated as intellectual people who come to class with knowledge and reasoning skills."

[Claire Stanovich · Rating 4 out of 5]

Excellent ideas. The last chapter blew my mind. I love my job.

[Miguel Vega · Rating 4 out of 5]

A pretty good book with tips for teaching; was a quick read and I actually felt prepared with this one.

[Caroline-The Book Reader]

Total meh, wasn't that many useful things written into this book? However, there were some interesting reading strategies for helping struggling teachers.

[Mya J · Rating 4 out of 5]

was informative the last chapter was amazing

[michaela · Rating 4 out of 5]

contained some good strategies that i’ll def use!

[Cole · Rating 3 out of 5]

Okay. Horrible professor teaching it though.

[JILL SCHMOLDT · Rating 4 out of 5]

Read for a class. Pretty good.

[Garret Rose · Rating 4 out of 5]

A great view of specific differences among and between the disciplines in secondary educational settings. In recent years, there has been a move to differentiate the difference between content-area literacy and disciplinary literacy. This book will help guide one into deciphering those differences, along with offering many ways to help students apprentice in the specific disciplines.

[Stephanie Smith · Rating 3 out of 5]

Informative with broad strokes. Can apply to several content areas without the information getting whitewashed. Can easily stay relevant with the tips and strategies provided