Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside specific content goals? By exploring the histories and potentials of discipline-specific literacy instruction, this book provides a clear framework for engaging students as active participants in the authentic activities and processes of each content area. It goes beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study. Readers are invited to develop their own disciplinary knowledge to ensure authenticity in their representations of literate practices, to involve students deeply in the work of their disciplinary communities, and to support students’ continued engagement beyond the classroom. Book Features: Strategies to deepen teachers’ awareness of disciplinary text, practices, and habits of mind to inform the ways they model, teach, and invite literacy into their classrooms. - Activities to support students in developing the meta-discursive awareness that allows them to navigate the texts of different disciplines. - Guidance to intentionally and expertly develop multiple literacies that create equity, choice, and access for all learners. - Exercises and examples appropriate for educators entering the field, as well as veterans who want to revitalize their instruction or prepare for new content, courses, or grade levels. “The accessible content and format, in addition to the application exercises and discussion questions, make Doing Disciplinary Literacy an effective starting point for those interested in integrating disciplinary literacy into instruction whether independently, through a professional development session, or in a content area literacy education course. ― Teachers College Record “Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy.” ― CHOICE “Rachael Gabriel’s writing reminds you of that trusted teacher friend who is both incredibly sharp and unfailingly humble, allowing you to be vulnerable and learn more from her than anyone else. She’s a teacher’s teacher, using carefully crafted metaphors throughout this book to provide access to complex ideas....This book is not only an introduction to disciplinary literacy, it's your introduction to Rachael―an invitation to engage with the community of scholars who orient to disciplinary literacy as a liberatory practice not only for students, but for their teachers too.” ―From the Foreword by Richard Robinson , The Citadel - The Military College of South Carolina “This book promises to be a useful guide for content area teachers interested in incorporating literacy into their classrooms in appropriate ways, given the content and context of the field in which they teach. It reflects a deep understanding of what it means to engage students fully into processes of the disciplines.” ― Cynthia Shanahan , professor emerita, University of Illinois Chicago Rachael Gabriel is a professor of literacy education in the Neag School of Education at the University of Connecticut.