Literary Scholars’ Disciplinary Literacy Orientations

This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.

Using Virtual Book Clubs to Elevate Discussion and Diverse Voices

Preservice teachers in educator preparation programs (EPPs) are rarely cognizant of programmatic structures outside their own EPP. This lack of awareness isolates preservice teachers within their own programs and university cultures. As teacher educators, the authors wondered: How might interacting with peers in other EPPs bolster our preservice teachers' disciplinary literacies, praxis, and cultural competency? How might cross-institutional virtual interaction expand preservice teachers' pre-professional networking opportunities? Virtual book clubs offer a structured way for preservice teachers to experience peer interaction across institutions and cultural contexts. These book clubs provide opportunities for preservice teachers to explore a diverse array of cultural, societal, and professional perspectives as they prepare to enter teaching as young professionals.

Social and Emotional Teaching for STEAM Through Read-Aloud

The purpose of this chapter is to show how literacy-based social and emotional learning (SEL) can support students' engagement in science, technology, engineering, arts, and mathematics (STEAM) fields. First, the unique social and emotional capacities needed to excel in STEAM fields are explored through the lens of disciplinary literacies. Then, the authors show how aligning read-aloud with one school's STEAM initiatives allowed a teacher to meet district goals while supporting her students. The authors also demonstrate how her use of practice-based research served a tool to support her reflective thinking as she integrated SEL in her teaching. The chapter concludes with recommendations for teacher educators, school and district leaders, and in-service teachers who wish to engage in the literacy-based integration of SEL across content areas.