Teaching from a Disciplinary Literacy Stance

Disciplinary literacy is not simply a change in terminology; rather this is a conceptual shift in how middle school teachers should approach literacy instruction in content area classrooms. The goal for this article is twofold. First, we aim to explore and provide insight into the term “disciplinary literacy.” Second, we provide specific examples of teaching from a disciplinary literacy stance. To support these suggestions, we present examples from our work with middle school students and science preservice and inservice teachers.