Cyndie, you've been doing research on disciplinary literacy for about 20 years now.In that time, you've probably been asked just about everything possible.What question comes up most often these days?That's easy. We're doing better convincing teachers that disciplinary literacy is worth teaching,but they still are hesitant about their students' reactions.A teacher said to me recently, "I have enough trouble getting my kids to read a textbook chapter. How would I ever motivate them to read in a disciplinary way?"Is that a real question or is it just a mask for teacher resistance?I think it's a real question, and in fact, it's also our biggest problem, because many teachers still don't understand the distinctions between content area reading and disciplinary literacy.What is disciplinary literacy anyway? You said that's different.Disciplinary literacy doesn't promise to make someone a better student.It invites students to join the disciplinary field itself.It's a kind of invitation to join a club.Does it mean it invites students to join the "history club" by reading like a historian or the "science club" by reading like a scientist.Right, but it goes beyond that. It says, "We want you to join us. We want to share with you our cognitive secrets, our way of thinking about the world, and how we solve problems.
