A01=Christina L. Dobbs
A01=Jacy Ippolito
A01=Megin Charner-Laird
Author_Christina L. Dobbs
Author_Jacy Ippolito
Author_Megin Charner-Laird
Category=JNF
collaborative inquiry
culture of learning
digital literacy
disciplinary literacy professional learning
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
inquiry-based learning
Literacy Project
professional learning communities
research-based guidance
Product details
- ISBN 9781682530696
- Weight: 420g
- Dimensions: 157 x 233mm
- Publication Date: 30 Aug 2017
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Hardback
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Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.
The book outlines the steps in the cycle and identifies four “working habits” essential to initiating and sustaining disciplinary literacy projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and subject-specific literacy skills; and positioning teachers and leaders as learners within projects. The book, written in a reader-friendly voice, shows how educators can collaboratively explore and implement disciplinary literacy-related practices in context-specific, meaningful ways.
The book outlines the steps in the cycle and identifies four “working habits” essential to initiating and sustaining disciplinary literacy projects: balancing content with process; creating a culture of adaptation and invention; attending equally to intermediate and subject-specific literacy skills; and positioning teachers and leaders as learners within projects. The book, written in a reader-friendly voice, shows how educators can collaboratively explore and implement disciplinary literacy-related practices in context-specific, meaningful ways.
Christina L. Dobbs is a doctoral student in human development and education at the Harvard Graduate School of Education.
Jacy Ippolito is an assistant professor in the School of Education at Salem State University.
Elizabeth A. City is executive director of the Doctor of Education Leadership Program and lecturer on education at the Harvard Graduate School of Education.
Jacy Ippolito is an assistant professor in the School of Education at Salem State University.
Elizabeth A. City is executive director of the Doctor of Education Leadership Program and lecturer on education at the Harvard Graduate School of Education.
