Cyndie, you've been doing research on disciplinary literacy for about 20 years now. In that time, you've probably been asked just about everything possible.
What question comes up most often these days? That's easy. We're doing better convincing teachers that disciplinary literacy is worth teaching,
but they still are hesitant about their students' reactions. A teacher said to me recently, I have enough trouble getting my kids to read a textbook chapter. How would I ever motivate them to read in a disciplinary way?
Is that a real question or is it just a mask for teacher resistance? I think it's a real question, and in fact, it's also our biggest problem, because many teachers still don't understand the distinctions between content area reading and disciplinary literacy.
What is disciplinary literacy anyway? You said that's different. Disciplinary literacy doesn't promise to make someone a better student.
It invites students to join the disciplinary field itself. It's a kind of invitation to join a club.
Does it mean it invites students to join the history club by reading like a historian or the science club by reading like a scientist. Right, but it goes beyond that. It says, We want you to join us. We want to share with you our cognitive secrets, our way of thinking about the world, and how we solve problems.
We want to count you as one of us. In doing that, it both holds out the promise of affiliation, connecting with others is a big motivator, and the promise of greater competency with challenging tasks -- not competency in being a kid or a student,
but competency in being successful with the kinds of things that adults do. What about assessment? How do we test disciplinary literacy?
There aren't any standardized disciplinary reading or writing tests yet, but one can easily imagine how classroom assessments could change in the future as instruction becomes more disciplinary in focus. 下载全新《每日英语听力》客户端，查看完整内容