Disciplinary literacy in the agriculture content can look like lab reports, some research papers, models of animal anatomy, 3D models of DNA, etc. To be successful in the classroom, the students will need to know how to effectively communicate with each other, as well as with me and other teachers. This is important because without the ability to effectively communicate, the students will not be able to tell me if they do not understand the material and how I can help them. The second skill students need to be successful is the ability to learn and understand key vocabulary words so that they can read the material and be able to apply it to the content they are actually learning. The last skill students need is to be able to synthesize data. The ability to take data and look through it and make sense of it is a really important skill that students need to learn. This makes the student able to do research effectively and look through lots of information and find the key take aways and the important parts. With these three skills the students will be able to be better at using and understanding disciplinary literacy in agriculture.
What are some other forms of disciplinary literacy in agriculture? How do we prepare students with the correct skills to effectively use and understand disciplinary literacy?
EDUC 416 Blog 
Love your examples of disciplinary literacy in agriculture!!! Agriculture students ability and skill to communicate, have an extensive vocabulary and learn, and to analyze data are all vital skills. I agree with you that these are important in our classrooms, and taking that one step further if we fail to do this in our classroom it will not have the same effect as in other disciplinary’s. We have an obligation to teach these skills and our content to our students otherwise it will have a ripple effect on our global food supply. What do you think is the hardest skill to teach? You have great thoughts on disciplinary literacy in agriculture. -EADALE
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Hi, Nicole! Thanks for posting blog #1 and for resolving the technical challenges! In your blog, you do a good job of identifying different types of texts read within your discipline. You also have identified a few skills you want your students to develop, including communication and research.
When thinking about these key skills, I would recommend broadening your examples and thinking about what skills students are developing in your class that are vital to their participation in the larger field of agriculture. What does it mean to read, write, think, and “do” the work of an agriculturist beyond your classroom?
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