Description

Book Synopsis
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.

Investigating Disciplinary Literacy: A Framework

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    £29.66

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    RRP £32.95 – you save £3.29 (9%)

    Order before 4pm tomorrow for delivery by Mon 22 Jun 2026.

    A Paperback / softback by Christina L. Dobbs, Jacy Ippolito, Megin Charner-Laird

    2 in stock


      View other formats and editions of Investigating Disciplinary Literacy: A Framework by Christina L. Dobbs

      Publisher: Harvard Educational Publishing Group
      Publication Date: 30/08/2017
      ISBN13: 9781682530689, 978-1682530689
      ISBN10: 168253068X
      Also in:
      Educational strategies and policy

      Description

      Book Synopsis
      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.

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