(Re)imagining Literacy and Teacher Preparation Through Collaboration

Preparing Content Area Teachers for Disciplinary Literacy Instruction

“…For example, history is constructed primarily through language (and increasingly visuals) in primary sources, textbooks, and other written documents. However, other historical residuals in the form of nonprint texts—photographs, maps, oral recordings, artwork, music, and architecture—are also important to historical understanding (Draper, Broomhead, Jensen, & Nokes, ). Becoming historically literate means not just learning about events, facts, and historical figures through reading and comprehending but, more important, developing a sophisticated understanding of historical time, agency, and causality by asking significant questions, assessing authors' perspectives, evaluating evidence across multiple sources, making judgments within the confines of the context in question, and determining the reliability of different accounts on the same event (VanSledright, ).…”

“…Draper et al. () described an institution‐wide effort at Brigham Young University, where one LTE worked with a dozen CTEs to address issues of central concerns in their preparation of secondary teachers. These teacher educators met bimonthly as a Literacy Study Group to explore answers to such questions as “How can teacher educators adequately prepare prospective teachers to support the literacy development of adolescents?…”

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

“…Co-teaching allowed each instructor to see the components valued in history/social studies and literacy and to see how these components could fit together in the context of preparing TCs. This aspect of the collaboration addressed concerns about cohesiveness between content-area disciplines and adequate input from content-area educators (Draper, Broomhead, Jensen, & Nokes, 2012). In addition, the planning sessions provided a space to consider the instructional practices and reflect on implementation.…”

Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction

“…While researchers are currently exploring how to develop collaborative spaces between literacy educators and university faculty Draper, Broomhead, Jensen, & Nokes, 2012), this qualitative case study intends to advance this model by constructing a space for prospective teachers to also join this learning community. In an effective content literacy course, preservice teachers engage with university faculty who understand the meaning-making practices inherent to the discipline.…”