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Written Reflection Module 1

Aaron Romero

Arizona State University

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Disciplinary Literacy and 21st Century Literacy

Principally when addressing the issue of Disciplinary literacy, it is important to define its

most significant points. Disciplinary literacy can be described as literacy that pertains to specific

realms in academics (Wilson-Lopez et al., 2017, 4). This can involve the ability such as to read

graphs and charts in science and mathematics or the ability to ascertain bias of an author in the

fields of history or English. These skills although varied reflect different competencies and

literacies vital to a varied field (Lee, 2010, 4). These skills sometimes more specialized than

others help students delve into their academics more deeply as investigators. This ability to

investigate makes them responsible for their learning rather than being in a situation in which the

instructor is the domain of all knowledge and thought in the classroom. This form of learning is

also referred to a “deeper learning”, as it goes beyond information retention and prepares

students for the future (Wickline, 2018). It transforms students into finders of their own

knowledge and relinquishes the role of the instructor as the as the end all be all into a facilitator

of the classroom. This new literacy does not halt itself at academic specific but rather also

involves being literate in the 21st century. 21st century literacy involves being digitally literate

and having the ability to collaborate and interact with others respectfully in a wide degree of

mediums. Learners must hold norms that enable them to value others vies and insights while

contributing their own. It is also important for these learners to be aware of the legality of digital

interactions and avoid plagiarism and copyright infringement.

Practical Skillset

Disciplinary literacy and 21st century literacy both form the foundation for acquisition of

a skillset that learners can take with them and apply to their future workplace and higher

education endeavors. The future for careers and academic endeavors will always involve the use
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of digital tools and collaboration, thus the importance of these 21st century skills is paramount to

properly equipping learners for a brighter and successful future. The same can be said for the

tools related to disciplinary literacy. Just as these tools make learners more independent and in

charge of their education, they make them more critically thinking and prepared for a post

educational endeavors (Chauvin and Theodore, 2015, 4). This new “deeper learning” stands in

stark contrast to older more archaic forms of education that offered little skill building for

students and relied on repetition rather than genuine learning. In these previous instances

students took very little away from their education other than memorization of irrelevant

factoids. These abilities such as to read into author bias and assumptions allow students to be

critical and self-driven citizens and thinkers in the post educational environment (Hinchmen et

al., 2014, 238). This skillset enables them to act as independent decision makers rather than

being swayed by opportunists or disingenuous authors and sources. This will enable them to a be

a critical and valuable member of the future career or occupation.

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References

Chauvin, R., & Theodore, K. (2015). Teaching Content-Area Literacy and Disciplinary

Literacy. SEDL Insights. https://sedl.org/insights/3

1/teaching_content_area_literacy_and_disciplinary_literacy.pdf

Hinchman, K. A. (2014). Best practices in adolescent literacy instruction, second edition. New

York, NY: The Guilford press.

Lee, D, C. (2010). Reading in the Disciplines: The Challenges of Adolescent Literacy.

https://production-carnegie.s3.amazonaws.com/filer_public/88/05/880559fd-afb1-49ad-

af0e-e10c8a94d366/ccny_report_2010_tta_lee.pdf

Wickline, H. (2018, February 06). Creating the Conditions for Deeper Learning. Retrieved

September 19, 2020, from https://hewlett.org/creating-the-conditions-for-deeper-learning/

Wilson-Lopez. (2017). Content area and disciplinary literacy: Strategies and frameworks.

International Literary Association. https://www.literacyworldwide.org/docs/default-

source/where-we-stand/ila-content-area-disciplinary-literacy-strategies-frameworks.pdf?

sfvrsn=e180a58e_6