Philosophy of Disciplinary Literacy

RDG 323
Alan Molina
Arizona State University
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Philosophy of Disciplinary Literacy

Disciplinary literacy can mean a number of things in a number of subjects. In English it is

the ability to write, read, and analyze text. In math it is the ability to use solve formulas and use

them in real world applications. In science discipline literacy is the ability to think through a

problem with a logic and reasoning to come to a valid conclusion (International Literacy

Association, p. 6). In subject that I will be teaching, history, it was many similarities to the other

subject because history is a part of everything. In history, for students to be historically literate,

they need to be able to analyze a text, understand the reasoning behind the text in the time period

it was written in, and conclude how series of events are related to each other and result in other

events.

The first step in being historically literate is knowing how to analyze a text. Students

need to know when the text was written, who wrote it, if the text is a secondary or primary

source, and what relevance does the text have. With a majority of this information being gained

before the student even begins to learn what the text is about. Historical literacy requires that we

have some idea of what is going on before the test is written. Thus, it is imperative to activate

prior knowledge before reading any given text (Fisher, p. 23). By doing so we create a

connection and an idea of what we will be reading. Gaining a deeper understanding of the events

surrounding the text. Only then can they begin to analyze a text on a deeper level.

Next, students must understand the reasoning behind a text, in other words, why was it

written. History is filled with any different and conflicting point of view. Thus, it is paramount

that students learn to distinguish fact from opinion early on. If all source were only taken from

one point of view than that history would be very biased, and the full picture will not be gained.

In history who said it is just as important what was said in the text (Spires, p. 154-155). For
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example, if we were to only look at the American Civil War from the point of view from a

Confederate General, then they would represent the North as a government trying to take away

their freedoms and property. It is because we have sources from both sides that we know this is

not the case. Thus, understanding why a source was written and by who it was written is just as

important as the context in the source.

The last thing students need to be able to do in order to be historically literate is to

understand how series of events are related to each other and how they cause or effect other

events. This is the biggest piece of become historically literate and is the piece filled with the

most controversy. At its simplest terms this can be defined as a simple cause and effect. A

happened so B happened afterwards. Yet history is never that simple. Any number of events can

influence what is to come, nothing is as simple as black and white in history. There is always

another side, another viewpoint, and another story to be told. So the biggest challenge for

students in becoming historical literate knowing and understanding the intricacy of events and

how they relate to each other.

Something I would like to focus on is a neurodiversity-oriented approach. Every student

works differently, and every student thinks differently. We should not be closing doors just

simply because a student thinks in an unorthodox way. We should use these as learning

experience for the entire class. To find ways that to help them. Things that can be done for these

students include, but are not limited to, focusing on their strengths, approaching works from a

different perspective, and give alternatives to an assignment (Armstrong, p. 12-14). Note that an

alternate assignment does not mean easier, it simple means that they are given a different way to

demonstrate what they have learned. This is something I am a big fan of. Giving students option
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in how they present their work is, in my opinion, one of the biggest things you can do for divers

learners.

With all that being said, we teachers can only achieve so much alone. Thus, when I

become a teacher, I will make sure to always work with other teachers. To collaborate with those

in mu subject as well as with those outside of it, To share material and tools that can help each

other out. We have to work together so that we can give the best possible education to our

students. Give out students as many connection across the discipline to create connection will

have a profound impact on their learning and achievement in school.

Overall, I believe I learned a lot about this semester but not what I thought I would be

learning. This is not a bad thing; it was just different. I learned a lot about how to create an

online class and disciplinary literacy in the 21st century. Working in teams to create a lesson plan

was an experience but I felt that this is something I will not get to use as much in the real world.

Not that I am saying it was a bad experience, just that we work together to create a lesson plan

for one class, not two. Thus, it had to be chosen which subject would take a back seat and

support the large subject at hand. Otherwise the overall lesson structure and what the students

would be learning would bounce around too much. I am all fine with working with other to

create lessons, even with those in other discipline, but I just feel that I would have worked better

if the two subjects created their own lesson plans that were related to each other. Like I said, I

learned a lot about content discipline this year and I think it will help me in my future career as a

teacher.
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References
Armstrong, T. (2017). Neurodiversity: THE FUTURE OF SPECIAL EDUCATION? (Links to
an external site.) Educational Leadership, 74(7), 10–16
Fisher, D., Frey, N., & Lapp, D. (2012). Building and activating students’ background
knowledge: It’s what they already know that counts. Retrieved from
http://mathenrich.pbworks.com/w/file/fetch/52803823/BuildingandActivating.pdf
International Literacy Association. (2017) Content Area and Disciplinary Literacy Strategies and
Frameworks. Retrieved from https://www.literacyworldwide.org/docs/default-
source/where-we-stand/ila-content-area-disciplinary-literacy-strategies-frameworks.pdf?
sfvrsn=e180a58e_6
Spires, H., Kerkhoff, S. & Graham, A. (2016). Disciplinary literacy and inquiry: Teaching for
Deeper Content Learning. (Links to an external site.) Journal of Adolescent & Adult
Literacy 60(2), p. 151-161.