Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning
- 9h 54m
- Jill T. Tussey, Leslie Haas
- IGI Global
- 2022
All students deserve inclusive and engaging learning experiences. Opportunities for student growth and environments that honor culture and language are essential in a modern society that promotes inclusivity. Thoughtful disciplinary literacy practices offer embedded opportunities across grade levels and content areas to support inclusive classroom cultures. Therefore, the value of culturally and linguistically responsive pedagogy, supported through literacy experiences, should not be underestimated and should become a priority within K-12 education.
Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning develops a conceptual framework and pedagogical support for disciplinary literacy practices related to culturally and linguistically responsive teaching and learning. It presents a variety of research and practice protocols supporting student success through explored connections between disciplinary literacy and inclusive pedagogical practices. Covering topics such as cultural awareness, racialized text, and gender identity development, this premier reference source is an indispensable resource for pre-service teachers, educators of K-12 and higher education, educational administration, government officials, curriculum directors, literacy professionals, professional development coordinators, teacher preparation programs, libraries, researchers, and academicians.
About the Author
Leslie Haas’s teaching experiences include working with K-12, undergraduate, and graduate students. Additional experiences include instructional coaching, professional development, curriculum design, and department administration. Opportunities in highly diverse settings have acted as both a catalyst and foundation for her focus on integrating and connecting literacy across disciplines through culturally and linguistically responsive instructional practices. Dr. Haas is particularly interested in technology-based literacy opportunities for underrepresented populations through engagement with popular culture, specifically gaming and fanfiction. She has been honored for her work in research, teaching, and technology through Buena Vista University, Fierce Education, The Texas A&M University System, and The Dallas Catholic Foundation.
Jill T. Tussey's career in literacy education has provided a variety of experiences in curriculum and instruction across K-12, undergraduate, and graduate courses. Her areas of interest include student engagement and motivation with targeted focus on digital literacy, poverty impacts, and social-emotional learning. Service leadership is important to Dr. Tussey and can be clearly seen in her current work as the Division Chair for Literacy, TESL, and Early Childhood at Buena Vista University. She has authored and edited books, chapters, and journal articles. Additionally, she has presented at local, state, national, and international settings over a variety of literacy topics.
In this Book
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Situating Cultural Awareness Through Comics
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Creating Culturally Sustainable Literacy Experiences Through Home and Community Connections
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From Movie Theaters to History Class—Captain America—Civil War and the US Civil War
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Fostering Critical Disciplinary Literacy in Secondary Content Classrooms
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Culturally Sustaining, SEL-Based Practices in Disciplinary Literacy Curricular Spaces
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Using Mentor Texts to Deconstruct Text Sets—Developing Cultural Awareness in a Modern Society
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Enhancing the Disciplinary Literacy Vocabulary of Black Early Readers—A Latin-Based Intervention
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Facilitating Culturally and Linguistically Responsive Learning in PreK-3Rd Grade Environments—Using Learning Stations with Disciplinary Literacy
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Using Multicultural Picturebook Biographies to Implement Culturally Relevant Curriculum and Culturally Responsive Pedagogy across K-8 Grade Levels
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Identity Exploration as a Tool to Enhance Academic Engagement and Growth
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Navigating Marginalization Through a Motivational Weapon and Resilience—African Sub-Saharan and African American Girls' Lived Experience of Access to Higher Education
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Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices—A Theoretical Framework
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The Intersection of Disciplinary Literacy, Academic Engagement, and Teaching Diverse Students—Uncertainties of New Alternative Certification Educators
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The Red Bandanna—A Curriculum as Racialized Text Experiment for Pre-Service Teachers
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A Practitioner's Guide to Responsive School Leadership
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Compilation of References
