Disciplinary Literacy: From Infusion to Hybridity

Kathleen A. Hinchman, David G. O’Brien

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
JournalJournal of Literacy Research
DOIs
StateAccepted/In press - Jan 1 2019

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literacy
research policy
research practice
teacher
teaching strategy
Literacy
Hybridity
learning strategy
epistemology
respect
road
expert
classroom
discourse
Teaching
resources
school
learning
community
student

Keywords

  • adolescent literacy
  • disciplinary literacy
  • policy
  • professional development
  • sociocultural aspects of reading

Cite this

Disciplinary Literacy : From Infusion to Hybridity. / Hinchman, Kathleen A.; O’Brien, David G.

In: Journal of Literacy Research, 01.01.2019.

Research output: Contribution to journalArticle

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