Today, the meaning of literacy, what it means to be literate, has
shifted dramatically. Literacy involves more than a set of
conventions to be learned, either through print or technological
formats. Rather, literacy enables people to negotiate meaning. The
past decade has witnessed increased attention on multiple
literacies and modalities of learning associated with teacher
preparation and practice. Research recognizes both the increasing
cultural and linguistic diversity in the new globalized society and
the new variety of text forms from multiple communicative
technologies. There is also the need for new skills to operate
successfully in the changing literate and increasingly diversified
social environment. Linguists, anthropologists, educators, and
social theorists no longer believe that literacy can be defined as
a concrete list of skills that people merely manipulate and use.
Rather, they argue that becoming literate is about what people do
with literacy-the values people place on various acts and their
associated ideologies. In other words, literacy is more than
linguistic; it is political and social practice that limits or
creates possibilities for who people become as literate beings.
Such understandings of literacy have informed and continue to
inform our work with teachers who take a sociological or critical
perspective toward literacy instruction. Importantly, as research
indicates, the disciplines pose specialized and unique literacy
demands. Disciplinary literacy refers to the idea that we should
teach the specialized ways of reading, understanding, and thinking
used in each academic discipline, such as science, mathematics,
engineering, history, or literature. Each field has its own ways of
using text to create and communicate meaning. Accordingly, as
children advance through school, literacy instruction should shift
from general literacy strategies to the more specific or
specialized ones from each discipline. Teacher preparation programs
emphasizing different disciplinary literacies acknowledge that old
approaches to literacy are no longer sufficient.
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