Promoting Students’ Engagement with Disciplinary Texts as Inclusive Teaching Practice
This paper highlights the importance of disciplinary literacy in the acquisition of academic knowledge and identifies the teaching of disciplinary literacy as an inclusive teaching practice that supports equitable learning opportunities in the postsecondary context. The authors propose that the teaching of disciplinary literacy can be productively integrated with the teaching of disciplinary content to enhance students’ active engagement with core disciplinary concepts as students are progressively socialized into the communities of their disciplines. To facilitate this type of teaching, they describe a three-stage reading framework that can be applied to support students’ reading of disciplinary texts in the university setting and provide an array of practical strategies that can be applied at each stage. A sample activity that can be adapted to be used in a variety of disciplines is given for each stage.
Keywords: Disciplinary literacy, Inclusive teaching, Reading strategies, Literacy, Equity