Interdisciplinary Literacy and Fluency in Contemporary Education

Interdisciplinary Literacy and Fluency in Contemporary Education
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Interdisciplinary Literacy and Fluency in Contemporary Education
The Meaning of Interdisciplinary Literacy and Fluency in Contemporary Education
Interdisciplinary literacy and fluency mean learning and applying reading and writing competencies and diversifying those skills into other subjects in education. It emphasizes the extended objective and vision of fostering learning independence and sustainability by empowering them to think critically and profoundly concerning the text (Wang et al., 2021). According to Kentucky Academic Standards in Reading and Writing, interdisciplinary literacy and fluency include: (a) acknowledging that text constitutes anything that passes a message, (b) employing, designing, and re-defining schema to create and understand text, (c) viewing literacy experiences are transformational, interdisciplinary, and transactional, (d) using expressive and receptive language arts to comprehend better self and others, (e) implementing strategic practices to new literacy tasks, (f) partnering with others to create new meanings, (g) engaging within discipline-specific, and specialized literacy practices, (h) applying digital resources to acquire knowledge and share with peers, (i) designing literacy identity to promote lifelong learning, and (j) utilizing high-threshold cognitive processes to think critically about the text (Kentucky Department of Education, 2019). In this vein, learning emphasizes children’s capacity to understand how text work and how different texts can be applied to pass information.
Overview of Theories
The critical theories related to reading and writing processes and development across content areas include schema theory, social construction theory, and motivation theory. Schema theory delineates the hypothetical structure of knowledge within the brain, where new information is processed and contrasted. The learner’s existing knowledge about the subject provides a framework to critically appraise and process the newly acquired information when reading or writing. In addition, readers and writers interact with new information, thus integrating the obtained knowledge into the current schema or developing it into a new representation. The social construction theory assumes that information is derived from society and culture, or instead, it is socially constructed. Any elements that the reader or write...