TY - JOUR
T1 - Disciplinary Literacy
T2 - From Infusion to Hybridity
AU - Hinchman, Kathleen A.
AU - O’Brien, David G.
N1 - Funding Information:
The authors wish to thank Patricia Anders, Roni Jo Draper, and Cynthia Shanahan for helpful reviews of an earlier draft of this commentary. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2019.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2019/12/1
Y1 - 2019/12/1
N2 - This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.
AB - This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.
KW - adolescent literacy
KW - disciplinary literacy
KW - policy
KW - professional development
KW - sociocultural aspects of reading
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U2 - 10.1177/1086296X19876986
DO - 10.1177/1086296X19876986
M3 - Article
AN - SCOPUS:85074573238
VL - 51
SP - 525
EP - 536
JO - Journal of Literacy Research
JF - Journal of Literacy Research
SN - 1086-296X
IS - 4
ER -