Course Description
While this course is called Reading in Content Area, it is really about literacy practices within content areas (including listening, speaking, reading, and writing), or “disciplinary literacy.” This course will provide you with an introduction to build foundational knowledge on content area reading and disciplinary literacy. As a class, we will examine empirical research, reports, and curricular materials to investigate the following questions:
- What are some of the ongoing scholarly conversations in education related to adolescent literacy and disciplinary literacy?
- How can a focus on disciplinary literacy be a lever for change in varied educational contexts?
- How can practitioners design and facilitate disciplinary literacy learning opportunities for young people?
By the end of this class, you will:
- Understand the importance of disciplinary literacy in K-12 school settings
- Know fundamental theories, concepts, and approaches to address critical issues in disciplinary literacy
- Analyze and create disciplinary literacy learning opportunities for K-12 learners
- Discuss the problem of disciplinary literacy with new perspectives and knowledge
All articles and chapters will be available online. Unless otherwise noted, you are responsible for locating each reading through the university library system. Links for unavailable readings will be provided on this blog.
Course Assignments
| Assignments | Point Value |
| 7 Weekly online discussion posts/responses | 70 |
| Literacy in Focal Discipline Project | 30 |
| Mid(ish)term project | 100 |
| Final project (option 1 or 2) | 100 |
| Completion of Field Experience hours | 50 |
| Total | 350 |
Course Policies
Preparedness and Professionalism
You are expected to read all assigned readings and participate in discussions or activities for which the readings serve as a springboard. You will be expected to integrate aspects of readings into your assignments.
Remember, this is a professional course as well as an academic course. As part of course participation you should be demonstrating that you are learning and applying professional standards generally expected of educators in matters of timeliness and professional courtesy. Professionalism includes assuming the best intention of others and articulating critical feedback in a way that is constructive and kind.
Grading
Grades will be assigned on the basis of both process and product. The grading scale is:
A+ = 100 points A = 94-99 points A- = 90-93 points
B+ = 88-89 points B = 84-87 points B- = 80-83 points
C+ = 78-79 points C = 74-77 points C- = 70-73 points
Below 70 = failure
Late Assignment Policy
The nature and pace of this course requires that you do not fall behind in assignments. If an extension is needed for an assignment, this must be arranged before the due date and will be granted for only the most extenuating of circumstances. Otherwise, late work will not be accepted.
Academic Integrity
Academic integrity is a key component of professionalism. All students are expected to adhere to standards of academic honesty. Any student engaged in cheating, plagiarism, or other acts of academic dishonesty will be subject to disciplinary action. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University procedures.
Diversity and Inclusion Statement
I welcome students of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, gender expressions, national origins, religious affiliations, sexual orientations, ability, and other visible and nonvisible differences. All members of this class are expected to contribute to a respectful, welcoming, and inclusive environment for every other member of the class.
Accommodations
For Disability
If you require special accommodations or classroom modifications, then please notify me. If you have a physical, learning, or emotional disability, please let me know as early as you can so that I can accommodate you.
For Religious Observances
If a due date conflicts with your religious holidays, please notify me of which dates will pose a conflict no later than the second week of class so we can make alternative arrangements.
For Other Special Circumstances
If there are extenuating circumstances that impact your success, please contact me as soon as possible to schedule an appointment so that we can discuss them.
Course Schedule
| Week | Date | Readings to Complete | Assignments Due |
| 1 | Aug. 27 | (In Class)Syllabus | |
| Aug. 29 | Gee (2001) | Bring wordpress blog address (Arrange Reading/ Writing Groups) | |
| 2 | Sep. 3 | Wolsey & Lapp (2017), Chapter 1 | Blog Post 1 |
| Sep. 5 | Moje (2008) watch 7-minute video at http://www.aera100.net/elizabeth-moje.html | Blog Post 1 Responses | |
| 3 | Sep. 10 | Rainey et al. (2018) | Blog Post 2 |
| Sep. 12 | Houseal et al. (2016) | Blog Post 2 Responses | |
| 4 | Sep. 17 | Shanhan & Shanahan (2014) | Blog Post 3 |
| Sep. 19 | Spires et al. (2016) Reread Gee (2001) | Blog Post 3 Response | |
| 5 | Sep. 24 | Watch Reading Rockets videoAnd then watch this Tedd teaching video | Blog Post 4 |
| Sep. 26 | read an article (1) from the additional readings list AND watch a lesson from tedd.org or SHEG | Blog Post 4 Response | |
| 6 | Oct. 1 | read an article (2) from the additional readings list AND watch a lesson from tedd.org or SHEG | Blog Post 5 |
| Oct. 3 | read an article (3) from the additional readings list AND watch a lesson from tedd.org or SHEG | Blog Post 5 Response | |
| 7 | Oct. 8 | Kirkland & Jackson (2009) OR Skerrett (2014) | Blog Post 6 |
| Oct. 10 | Mills & O’Keefe (2011) | Blog Post 6 Responses | |
| 8 | Oct. 15 | Re-read Methods sections: Kirkland & Jackson (2009, pp. 281-284) and Skerrett 2014, pp. 238-241) | Bring printed Phase 1 draft to class for peer-review feedback |
| Oct. 17 | Review classmates’ comments on your research protocol. | Bring printed revisions of Phase 1 draft to class for peer-review feedback Phase 1 DUE Friday September October 18 @ Midnight | |
| 9 | Oct. 22 | read an article (4) from the additional readings list AND watch a lesson from tedd.org or SHEG | Blog Post 7 |
| Oct. 24 | Blog Post Response 7 | ||
| 10 | Oct. 29 | Wolsey & Lapp (2017, ch. 9) | Bring to class:1) an overview of the contents of your data, 2) an especially important/ interesting excerpt from your data, and 3) a schedule for the remainder of your data collection.Be prepared to share with classmates how it addresses your research question. |
| Oct. 31 | NA | Bring to class a completed Hypothesis and data KWL (Wolsey & Lapp, pp. 196) | |
| 11 | Nov. 5 | Final Project Workshops | Minimal Materials Necessary: Parts A and B |
| Nov. 7 | Final Project Workshops | Minimal Materials Necessary: Parts A and B (revised) | |
| 12 | Nov. 12 | Research Presentations 1-6 | |
| Nov. 14 | Research Presentations 7-12 | ||
| 13 | Nov. 19 | Research Presentations 13-18 | |
| Nov. 21 | Research Presentations 19-24 | ||
| (no class) | Nov. 26 | Thanksgiving | |
| Nov. 28 | Thanksgiving | ||
| 14 | Dec . 3 | Final Project Workshops | Minimal Materials Necessary: Parts C, D |
| Dec. 5 | NO CLASS | ||
| 15 (partial) | Dec. 10 | NO CLASS | |
| Dec. 12 | Final Project Workshops | Minimal Materials Necessary: A, B, C, D | |
| Dec. 13 | NO CLASS | POST AS PAGE ON BLOG |
Content Area Reading 2019 