In an effort to better align some of my ongoing projects, I plan on cross-posting episodes of my podcast, Conceptually Speaking, once a month. On weeks where I’m not posting new episodes, I’ll be digging back into my catalog and reposting older episodes you may not have heard if you’re new to my work. You can expect the content of these episodes to dovetail nicely with everything I’m sharing on Becoming Literary. This episode with some brilliant and innovative literacy scholars is a deeper dive into the notions of disciplinary literacy I’ve alluded to throughout my opening posts.
In this episode of Conceptually Speaking, I explore the evolving landscape of disciplinary literacy with three distinguished professors and teacher educators: Dr. Jacy Ippolito from Salem State University, Dr. Christina Dobbs from Boston University, and Dr. Megan Charner-Laird from Salem State University. Drawing from their collaborative work on the second edition of "Disciplinary Literacy Inquiry and Instruction," this conversation delves into how educators can authentically engage students in disciplinary literacies while challenging their traditional boundaries.
Key Concepts from the Episode:
Reimagining Disciplinary Literacy
Moving beyond traditional apprenticeship models to critique and expand disciplinary boundaries
Examining whose norms and traditions shape disciplinary practices
Exploring how students remix and reinvent ways of belonging in academic communities
Understanding disciplinary literacy as both access and transformation
Critical Inquiry and Identity
Supporting teachers in examining their own disciplinary identities and biases
Creating spaces for collaborative questioning and knowledge construction
Embracing uncertainty and open-ended exploration in classroom discussions
Connecting personal passion for disciplines with student engagement
Practical Implementation Across Grade Levels
Extending disciplinary literacy practices into elementary education
Balancing disciplinary practices with critique and remix
Finding opportunities for change within existing curricular constraints
Starting with small but meaningful adjustments to existing practices
The conversation highlights how disciplinary literacy can reignite both teachers' and students' love for learning when approached through a critical, inquiry-driven lens. The authors share practical insights for educators while acknowledging the complex challenges of implementing these approaches within current educational structures. Their discussion emphasizes the importance of making space for joy, authenticity, and student voice in disciplinary learning.
Whether you're a classroom teacher, educational researcher, or interested in the evolution of literacy practices, this episode offers valuable perspectives on creating critical and culturally sustaining ecologies of disciplinary learning. The authors demonstrate how educators can provide access to powerful academic discourses while opening new possibilities for student engagement and knowledge creation.
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