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Abstract
This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Jodi P. Lampi
Jodi P. Lampi is an assistant professor of postsecondary literacy and director of the Academic Literacy and Learning Program at Northern Illinois University. Her research interests focus around postsecondary students’ conceptualizations of literacy, expert and novice practices within the disciplines, and developmental education.
Jodi Patrick Holschuh
Jodi Patrick Holschuh is Professor of Developmental Education and Chair of the Department of Curriculum and Instruction at Texas State University. Her research interests include students’ beliefs about learning, the transition from high school to college learning, developmental education, strategies for academic success, learning in the sciences, and disciplinary literacy.
Todd Reynolds
Todd Reynolds is an assistant professor in secondary English education at the University of Wyoming. After teaching high school English for 10 years, he moved to university teaching to prepare future English teachers. His research is focused on disciplinary literacy and dialogic instruction.
Leslie S. Rush
Leslie S. Rush is Director of the School of Teacher Education and Associate Dean for Undergraduate Programs in the College of Education at the University of Wyoming. A former high school English teacher and English teacher educator, Dr. Rush focuses her research on disciplinary literacy in English Language Arts.