Moving Beyond Reading and Writing: Incorporating Historically Responsive Literacy into Literacy Instruction in Content Area Classrooms

Authors

Andrea LeMahieu Glaws, Colorado State UniversityFollow

Document Type

Article

Abstract

This article describes the practices on teacher educator used to incorporate a historically responsive literacy framework into a disciplinary literacy course offered for pre-service teachers. This article begins with an overview of disciplinary literacy and Dr. Muhammad’s historically responsive literacy framework. Following, this article describes three assignments that the teacher educator used within her classroom to support pre-service teachers across multiple content areas in making connections between HRL and their content area discipline. These three assignments include: lab reflections, curriculum analysis, and mini-lesson facilitation. Connections to implications beyond teacher education are made.

Recommended Citation

Glaws, Andrea LeMahieu (2025) "Moving Beyond Reading and Writing: Incorporating Historically Responsive Literacy into Literacy Instruction in Content Area Classrooms," New Jersey English Journal: Vol. 14, Article 4.
Available at: https://digitalcommons.montclair.edu/nj-english-journal/vol14/iss2025/4