The Foundational and Theoretical Basis for Disciplinary Literacy

5543 50 Intro Lit & Learn Disciplines

April 23, 2025

Final Exam Reflective Essay

In this reflective essay, I will discuss Classroom Conversations, Graphic Organizers, and Note-taking and strategies on how to implement in the classroom. I chose these subjects because it is essential for students to learn how to engage in academic conversations where they feel comfortable and safe expressing their informed opinions. As a visual learner, I found Graphic Organizers, in their many forms, to be essential tools for the classroom. Lastly, note-taking is a valuable skill, and I learned about effective methods like Cornell Notes.

The Foundational and Theoretical Basis for Disciplinary Literacy

Definition of "Text" and "Literacy"

Within the framework of disciplinary literacy, we explored how "text" and "literacy" are defined. We considered "text" to encompass any written form of communication, meaning examples might include books, trade books, worksheets, and notes (Fisher & Frey,2020, p. 23). Conversely, "literacy" was defined as the ability to read and write these printed texts (Fisher & Frey, 2020, p. 23). However, we have learned that these definitions have evolved over the years. We must now rethink and redefine "text" and "literacy." The definition of text must be broadened to include non-print materials, pictures, and audio content (Fisher & Frey, 2020, p. 27). Additionally, we discovered that literacy for students is not limited to merely deciphering unfamiliar vocabulary or creating comprehensive study notes. Instead, students should also develop their disciplinary literacies by mastering the foundational knowledge of their specific subjects (Fisher & Fry, 2020, p. 6).

Differences Between Content Literacy and Disciplinary Literacy

Fisher and Frey explain that “students have processes for figuring out unfamiliar vocabulary, for creating and using comprehensible notes, and for locating information in a text” (Fisher & Frey, 2020,p. 6). However, these skills primarily apply to a specific subject, and students need more than just the ability to use these tools in English class. The significance of disciplinary literacy is that “disciplinary literacy acknowledges that the texts used and the thinking accompanying them vary according to subject” (Fisher & Frey, 2020, p. 5).

Importance of content and disciplinary literacy

The tools students use to read and comprehend material in a math class differ from those in a history class. Therefore, students must understand the information presented across all subjects to ensure their success and here is the importance of content and disciplinary literacy. Furthermore, teachers are responsible for fostering literacy as a team. Implementing strategies that promote “students’ growth as readers, writers, and thinkers” across every subject is essential (Buchl,2011, p.15).

Literacy Goes Beyond the English Language Arts Reading (ELAR) Teachers

Foster, an advisor to the Clinton administration, stated in 2005, "We thought teaching every child to read well by the end of the third grade would take care of the problem." However, that is not the solution. We now know, and studies have shown, that "literacy can no longer be just the responsibility of the English Language Arts Reading (ELAR) teachers. According to the National Association of Secondary School Principals, "it is crucial that secondary content area teachers understand and teach specific literacy strategies to help students read and extract meaning from the written material used to convey course content" (Buchl, 2011 p. 19). Helping students understand the material covered in a specific subject is not solely the responsibility of one department. Each content teacher ensures that students comprehend their subject matter and succeed academically. It is also not a matter of pointing fingers or shifting blame; rather, it is about how we care for and approach teaching in the classroom.

Modules

Module 6: Classroom Conversations

Why Talk in Class?

Encouraging students to engage in conversation and remain involved can be challenging, especially as I have noticed that increased reliance on electronic devices has diminished their conversational skills. Students must develop the skills necessary to articulate their thoughts verbally. As educators, we recognize the importance of language in conveying ideas. However, in secondary education, our focus is on structured interactions that facilitate academic communication rather than casual conversations. Dr. Fisher recommends the following as academic conversation norms

· Taking turns talking

· Getting your points across

· Offering a claim

· Offering a counter claim

· Using terms such as “I think because” and I agree or disagree because”

· Using evidence in the argument based on what they have read or written

· Think through their argument (Fisher, 2014).

Module 7: Graphic Organizers

If I had to choose one module covered this semester, it would be Graphic Organizers. One reason for this choice is that I am a visual learner, and having a tool to help organize my thoughts and notes is very appealing. We explored the benefits of using graphic organizers in the classroom, including their ability to promote and enhance understanding of concepts and their relationships (Fisher & Frey, 2021, p. 105). The timing of when to use this valuable tool is essential. Graphic organizers are most effective not at the beginning of a lesson but after students have acquired sufficient surface learning. This is when graphic organizers can facilitate “deep learning,” according to Fisher and Frey.

We learned that various types of graphic organizers exist, such as semantic webs, concept maps, flowcharts, and diagrams (Fisher & Frey, 2021, p. 109). When implementing graphic organizers, teachers should remember the following steps: set a clear purpose, introduce a specific organizer, model how to use it, show the class examples, and provide guided questions for students.

Module 8: Notetaking and Writing to Learn

For the sake of time, I will only focus on the importance of notetaking. Not having this skill as a student will determine how well you do in exams and content comprehension. I have found that taking notes correctly can be a lifesaver when it comes to remembering what I have read. I can no longer rely on my memory to recall essential information and if I am not careful taking notes then whatever form is used to recollect my information will be fruitless. We also learned the difference between notetaking and note making which is not the same.

Literacy Strategies

Module 6: Planning Their Conversation on Paper

Of the various strategies suggested for this topic, I have chosen one by Zweirs and Crown: "Planning Their Conversation on Paper." This approach is ideal for introducing students to academic conversations. Students can work individually or with a partner by completing the Conversation Planning Form. This strategy aims to help students clarify their ideas and relevant information, organize their thoughts, and give them time for silent reflection. Additionally, it allows for language practice. As students fill out the information on the subject, they can discuss their insights with a partner and practice speaking with each other.(Zweirs & Crown,2011).

Module 7: A Matrix of Tall Tells

A matrix of tall tales, a visual display, in this graphic organizer the student or group of students identify the difference between what folktales and real tales and their characteristics. One of the reasons that I chose this strategy because as we know many students from different cultures may or may not understand what a “folktale” and the linguistic representation is because they may identify it by another name. However, what the main characteristic of a folktale is simply the story of regular people whose story has been exaggerated by those telling the stories. Such is the case of Paul Bunyon. In the matrix the students identify those characteristics that will make it easier for the students to identify real form not real (Fisher & Frey, 2021, p. 114).

Module 8: Notetaking and Writing to Learn

One of the strategies that I could see me using in the classroom is the use of Cornell Notes. There are six steps to using the Cornell Notes system:

· Write your notes in short sentences and write them clearly.

· Replay and Reuse: use key words and phrases it is not necessary to write everything.

· Recite: read your notes out loud

· Think and Reflect: ask yourself questions about your notes

· Review which means to once again go over the notes

· Summarize (Pauk, n.d).

The benefits of using Cornell Notes is that by organizing your thoughts as you read your material or hear a conference the information will begin to sink in and the student will be able to identify with the material. It is also noted important that when a student writes down notes or thoughts it is likely to retain the information.









References

Broomhead, P., Jensen, A. P., Nokes, J. D., & Siebert, D. (2015, April 18). (Re)imagining content-area literacy instruction. Google Books. https://books.google.com/books/about/Re_Imagining_Content_Area_Literacy_Instr.html?id=KroJh0RhTYMC

Buchl, D. (2011). Mentoring Students in Disciplinary Literacy. In Developing Readers in Academic Literacy (pp. 15–19). essay, International Readers Association .

Fisher, D., & Frey, N. (2020). Improving adolescent literacy: Content area strategies at work (5e ed.). Pearson.

Fisher , D. (2014, June 23). Better Collaborative Conversations: On Teaching with Dr. Doug Fisher. YouTube.

Pauk, W. (n.d.). The Learning Strategies Center. Learning Strategies Center. https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/

Zwiers, J., & Crawford, M. (2011). Academic Conversations: Classroom Talk That Fosters

Critical Thinking and Content Understanding . Academic Conversations, 46.

https://doi.org/KM_C458-20170612093458