RDG 323 Portfolio_Isabelle Newman
Reflection #1: What is Disciplinary Literacy and Why Does it Matter?
For me, 21st century literacy is the willingness of an induvial to learn “and relearn” the
ability to “create and curate” new information with evolving intelligences beyond the 21st
century skillset (Whitte, et al., 2019) (Institute for the Future, 2013). Through our module
assignments and practices, I have learned that there is a greater pressure on 21st century literacy
for students and that this term and what it encompasses is constantly expanding and maturing. I
have realized in order to become the teacher I want to be, and the teacher my students need, I
will be required to meet them on the literacy levels they are at and work with them to improve
and fine- tune these skills to best suit them in a world where 21st century literacy doesn’t only
include reading and writing.
Scientific disciplinary literacy (DL) is the “… argumentation or information about how
the ‘facts’ were derived from inquiry,” (Cervetti, G. & Pearson, D.P., 2012). In my personal
opinion, scientific DL is largely centered around the scientific method. Within this method, it is
evident that science has a strong inclination towards certain literacy qualities including but not
limited to skepticism, speculation, questioning, a scientific attitude, interpretation, dissection,
and reasoning. The ability to question or critique a scientific paper would be a major goal I’d like
to set for myself and my future students. Science is a unique discipline in that its experts critique
themselves, the scientific method, and the roots of science frequently. However, this also points
to the fact that other disciplines are unique in their own ways, too. As I have pointed out in my
disciplinary literacy paper and in class, you cannot dissect and critique a scientific paper the
same as you would a poem by Robert Frost or a historical biography of Adolf Hitler during the
WWII era. This is why teaching specific literacy practices are so important: literacy is not just
reading and writing anymore, it is discipline specific.
The two specific types of diverse learners that I read and researched about where those
with dyslexia and the general idea and theory of neurodiversity. Just by comparing these two out
of the plethora of diverse learners, I have gained a greater understanding of how different minds
work, and not just from a teaching perspective either! These diverse learning needs that students
possess don’t just show their weaknesses, but their strengths and ability to persevere in light of
those weaknesses. Some issues that students with diverse learning needs have are the resources
to succeed; whether this is a specialist at the school, a certain program (e.g. dictation program for
those who are unable to physically write), or just simply differentiation in instruction, all of these
reasons can give way to unequal opportunity to succeed. This is a right all students have and a
right that all teachers need to uphold regardless of whoever walks through their classroom door.
This is an lack of equity in the classroom which is prevalent in many forms and in varying
severities.
References
Cervetti, G. & Pearson, D.P. (2012). Reading, Writing, and Thinking Like a Scientist [A
Commentary]. Journal of Adolescent and Adult Literacy. 55(7), p. 580-586. DOI:
10.1002/JAAL.0069
Institute for the Future (2013). From Education Institutions to Learning Flows. Instittue for the
Future. Retrieved from
[Link]
IFTF_Future_of_Learning.pdf
Whitte, S. et. al. (2019). Definition of Literacy in a Digital Age. National Council of
Teachers of English. Retrieved from [Link]
literacy-digital-age/