Author Archives: Cori Agnoni

Engaging newcomers in a discipline can be challenging- especially a bunch of teenagers that only care about Snapchat or having the newest iPhone or if there mom or dad will buy them a new pair of Nikes. It’s almost like persuading them why you like your discipline or why your discipline is “better” than theContinue reading “Blog Post 7: Uh… engaging the students?”

The organization of scholarly articles seems formulaic, but effective. Giving the abstract, any clarifying statements (such as defining literacy in this article), methods, etc. helps the readers or audience follow the study closely and it often makes chronological sense. For example, a scholar would not discuss the analysis of their data before discussing how theyContinue reading “Blog Post 6: Black Masculine Literacies”

It is obvious that STEM fields tend to use technology and digital mediums quite often. But I raise the question: is there room for English majors and people in the field of literary studies to use technology and digitals, too? The article that I read for this week argues that there is room for peopleContinue reading “Blog Post 5: Digital Literary Literacies”

The first video was interesting to me, but I do not see it being very useful for my future classroom. By the time students enter high school, they should already know how to group words and create lists; however, I thought it was interesting to pose that this can be done with pictures for non-readers.Continue reading “Blog Post 4: Videos and Such”

To be quite honest, I’m a little conflicted on how I feel about Shanahan’s argument: disciplinary literacy should be taught in elementary schools. To quote the Shanahan’s, they write, “disciplinary literacy matters because general reading skills can only take you so far,” (Shanahan, 2014, p. 637). While this is true, elementary students are only capableContinue reading “Blog Post 3: Shanahan, Spires and Gee”

Disciplinary literacy teaching in a history and physics class incorporated the 4 Es that Moje based one of her scholarly research studies on. These 4 Es include: engaging, eliciting, examining and evaluating. The history and physics classes were chosen because of the dedication of the teachers. Specifically, “their commitment to inquiry-based teaching with multiple formsContinue reading “Blog Post 2: Rainey”

This text is really jam-packed with a lot of useful information and vocabulary for aspiring teachers, much like myself! I have taken the time to read, reflect, and re-read what Wolsey and Lapp have to say about the importance of literacy in education and have formulated some answers to the provided questions. What is content?Continue reading “Blog Post 1: Wolsey & Lapp, Moje and Gee”