“This excellent resource shows that all teachers—not just teachers of reading—can contribute to students’ literate lives. There are significant differences in the ways in which literacy works across disciplines. If educators implemented the ideas contained in this volume, students’ learning would improve dramatically. This practical book is a call to action to ensure that literacy is infused into every class across the learner's day.”

—Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University


“This is one of the most comprehensive and state-of-the-art references on disciplinary literacies for teacher educators, researchers, and K–12 teachers. The book extends the field by adopting an intersectional framework to unpack issues concerning multiliteracies, digital literacies, and culturally responsive and sustaining pedagogies. It can serve as a useful text to prepare the next generation of teachers and researchers to better support students’ literacy learning in diverse subject areas.”

—Guofang Li, PhD, Professor and Canada Research Chair in Transnational/Global Perspectives on Language and Literacy Education of Children and Youth, University of British Columbia, Canada


“An impressive work from well-known scholars who define disciplinary literacy and identify practical instructional strategies, while addressing the gaps, challenges, and strengths of the latest research. A key contribution is the inclusion of subject areas outside of the academic core, which previously have been neglected in disciplinary conversations.”

—Emily Howell, PhD, Department of Education and Human Development, Clemson University


“Ortlieb, Kane, and Cheek bring together a stellar ensemble of researchers to discuss not only what disciplinary literacy is, but also what it should look like in today’s classrooms. The book starts from the central idea that disciplinary literacy must be a cross-curricular affair, as examples ranging from math to social studies, visual arts, and physical education eloquently demonstrate. Chapters use disciplinary literacy as a springboard for teachers to become more creative in their practices and for students to thrive. This volume is a much-needed addition to teacher education programs where discussions of literacy in the different disciplines and content areas take place.”

—Raúl Alberto Mora, PhD, School of Education and Pedagogy, Universidad Pontificia Bolivariana, Colombia