But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas

In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary literacy instruction that puts the process of inquiry at its center. In contrast to a frame that ignores or removes value, purpose, affect, emotion, imagination, social interaction, and the learning and challenging of cultural conventions from the work of adolescent literacy teaching, she presents a teaching heuristic designed to capitalize on the social and cultural nature of disciplinary inquiry and support students in navigating multiple literacy contexts as part of the teaching of disciplinary literacy, characterized by what she terms the 4Es: engage, elicit/engineer, examine, and evaluate.

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A Framework for Discussion in a Post-COVID World

10.4018/978-1-7998-9235-9.ch006 ◽

2022 ◽

pp. 94-110

Author(s):

Janeen Pizzo ◽

Natalie Sue Svrcek ◽

Kathleen Colantonio-Yurko

Keyword(s):

Critical Literacy ◽

Teaching Methods ◽

Learning Experiences ◽

Literacy Learning ◽

Disciplinary Literacy ◽

Content Area ◽

Secondary Educators ◽

Virtual Spaces ◽

Adolescent Students ◽

Literacy Teaching

This chapter addresses how the COVID-19 pandemic impacted teaching and practice for secondary educators. The authors consider how content area secondary educators, in light of the pandemic, can support adolescent students' understanding of discipline specific concepts through discussion in virtual spaces. Discussion is integral to literacy learning in the disciplines because it provides students with the tools they need to be successful learners and active participants in their learning. The authors use critical literacy, TPACK, and SAMR to provide educators with a framework to evaluate and interrogate disciplinary literacy teaching methods. The chapter provides educators with tools for secondary educators to engage in the thoughtful reconstruction of the learning experiences they design for students.

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Disciplinary Literacy: Virginia School-Based Speech-Language Pathologists’ Knowledge and Confidence

Communication Disorders Quarterly ◽

10.1177/1525740118771905 ◽

2018 ◽

Vol 40 (2) ◽

pp. 77-87

Author(s):

Karen C. Davis ◽

Kimberly A. Murza

Keyword(s):

Student Outcomes ◽

Disciplinary Literacy ◽

Educational Standards ◽

Language And Literacy ◽

Speech Language Pathologists ◽

Content Areas ◽

Literacy Interventions ◽

School Based ◽

Virginia School ◽

Survey Results

The purpose of this survey was to examine Speech-Language Pathologists’ (SLPs) confidence in their ability to support student outcomes by addressing language-literacy needs, to align therapy to educational standards, and to align therapy to student content areas. A total of 237 school-based SLPs in Virginia completed a 19-item survey. Results indicated school-based SLPs were largely unfamiliar with the concept of disciplinary literacy and only 53% of the respondents indicated that they were “ Very confident” or “ Somewhat confident” in their ability to align their therapy to students’ content areas. Confidence level was found to be negatively correlated with SLPs’ experience level ( rs = −.14–−.24, p < .05) and positively correlated with their rating of their education ( rs = .28–.39, p < .01). These results suggest school-based SLPs could benefit from professional development in the area of disciplinary literacy as well as the broader area of adolescent language and literacy interventions.

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Interdisciplinary Client Care with the Neuman Systems Model

Illness Crisis & Loss ◽

10.2190/il6.3.e ◽

1998 ◽

Vol 6 (3) ◽

pp. 310-319

Author(s):

Kevin M. Marett ◽

Rae Jeanne Memmott ◽

W. Eugene Gibbons ◽

Randy L. Bott ◽

Lee Duke

Keyword(s):

Interdisciplinary Team ◽

Common Language ◽

Complete Understanding ◽

Content Areas ◽

Five Dimensions ◽

Neuman Systems Model ◽

Systems Model ◽

Client Care ◽

Neuman Systems ◽

Client System

This article describes how the Neuman Systems Model (NSM) can be used in a two-step process to provide both the form and the function for interdisciplinary client care. The NSM proposes five dimensions of human experience as being necessary for a complete understanding of a client system. This article takes these five content areas—psychological, physiological, spiritual, developmental, and sociocultural—and extrapolates them to their respective disciplines (e.g. nursing, social work, religion, psychology, etc.) to create a comprehensive interdisciplinary model for client care. The NSM also provides a common language and conceptual paradigm, congruent with allied disciplines. A demonstration project incorporating the NSM in the formation and functioning of an interdisciplinary team is described.

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Legal Requirements for Infection Prevention and Control Training Among Healthcare Personnel

Infection Control and Hospital Epidemiology ◽

10.1017/ice.2020.558 ◽

2020 ◽

Vol 41 (S1) ◽

pp. s70-s70

Author(s):

Lauren Weil ◽

Alexa Limeres ◽

Astha KC ◽

Carissa Holmes ◽

Tara Holiday ◽

...

Keyword(s):

Prevention And Control ◽

Infection Prevention ◽

Healthcare Personnel ◽

Infection Prevention And Control ◽

Content Areas ◽

Training Requirements ◽

Training Content ◽

And Control ◽

Dental Professionals

Background: When healthcare providers lack infection prevention and control (IPC) knowledge and skills, patient safety and quality of care can suffer. For this reason, state laws sometimes dictate IPC training; these requirements can be expressed as applying to various categories of healthcare personnel (HCP). We performed a preliminary assessment of the laws requiring IPC training across the United States. Methods: During February–July 2018, we searched WestlawNext, a legal database, for IPC training laws in 51 jurisdictions (50 states and Washington, DC). We used standard legal epidemiology methods, including an iterative search strategy to minimize results that were outside the scope of the coding criteria by reviewing results and refining search terms. A law was defined as a regulation or statute. Laws that include IPC training for healthcare personnel were collected for coding. Laws were coded to reflect applicable HCP categories and specific IPC training content areas. Results: A total of 278 laws requiring IPC training for HCP were identified (range, 1–19 per jurisdiction); 157 (56%) did not specify IPC training content areas. Among the 121 (44%) laws that did specify IPC content, 39 (32%) included training requirements that focused solely on worker protections (eg, sharps injury prevention and bloodborne pathogen protections for the healthcare provider). Among the 51 jurisdictions, dental professionals were the predominant targets: dental hygienists (n = 22; 43%), dentists (n = 20; 39%), and dental assistants (n = 18; 35%). The number of jurisdictions with laws requiring training for other HCP categories included the following: nursing assistants (n = 25; 49%), massage therapists (n = 11; 22%), registered nurses (n = 10; 20%), licensed practical nurses (n = 10; 20%), emergency medical technicians and paramedics (n = 9; 18%), dialysis technicians (n = 8; 18%), home health aides (n = 8;16%), nurse midwives (n = 7; 14%), pharmacy technicians (n = 7; 14%), pharmacists (n = 6; 12%), physician assistants (n = 4; 8%), podiatrists (n = 3; 6%), and physicians (n = 2; 4%). Conclusions: Although all jurisdictions had at least 1 healthcare personnel IPC training requirement, many of the laws lack specificity and some focus only on worker protections, rather than patient safety or quality of care. In addition, the categories of healthcare personnel regulated among jurisdictions varied widely, with dental professionals having the most training requirements. Additional IPC training requirements exist at the facility level, but this information was not analyzed as a part of this project. Further analysis is needed to inform our assessment and identify opportunities for improving IPC training requirements, such as requiring IPC training that more fully addresses patient protections.Funding: NoneDisclosures: None

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