Works Cited

Denstaedt, Linda, Laura Jane Roop, and Stephen Best. Doing and Making Authentic Literacies.

Urbana, IL: National Council of Teachers of English, 2014. Print.

In their book, Denstaedt et al. define and analyze disciplinary literacies and

provide examples of teachers across all subject areas and grade levels effectively

implementing authentic assessments that require the use of disciplinary lenses.

The authors' research shows that engaging with disciplinary literacies enables

students to become more effective within the classroom and on-the-job.

Unfortunately, I discovered this text late in my research, so I was unable to utilize

the resource during the design of my unit plan. However, I know that this text will

guide much of my future research as I continue my search for authentic

assessments that require students to utilize disciplinary literacies.

Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum International, 2000. Print.

In this text, Friere argues that most groups of people are divided into two

categories: the oppressors and the oppressed. The oppressors utilize a variety of

strategies, such as banking in education, to maintain their power over the

oppressed. In order to combat oppression, Friere offers a path to liberation for the

oppressed. For example, Friere argues that authentic dialogue is one of the most

powerful tools an educator can utilize when assisting students in finding freedom.

Frieres text motivated much of my unit planning, as I committed to problem-

posing, dialogical interactions with my students throughout their learning and

research.
Gillis, Victoria R., Lisa Jones-Moore, Chris J. Haynes, and Ann Van Wig. "Lets Not Forget the

Career in College and Career Ready." Journal of Adolescent & Adult Literacy 59.6

(2016): 637-41. Print.

Gillis et al.s article explores examples of literacy instruction in a variety of

educational contexts. By analyzing examples of literacy instruction from

agricultural education, business and marketing, and numerous CTE programs, the

authors of this article argue that a focus on authentic activities and assessments,

which require disciplinary literacy, are much more successful in preparing

students for careers than typical academic work. This article provided an excellent

review of literature previously published on disciplinary literacy, and the

resources it mentioned were helpful in guiding my own research.

Kohnen, Angela M. "'Theyre Not Keeping a Journal of Feelings'" Journal of Adolescent &

Adult Literacy 58.8 (2015): 658-67. Print.

In this article, Kohnen clearly narrates a literacy study she and her colleagues

performed at a local center for career and technical education. In the study,

Kohnen sought feedback from students and teachers as they fulfilled the

requirements for an embedded English credit within their CTE curriculum. Most

teachers in Kohnens study had negative reactions to the embedded English

requirements, but the teachers who responded well acknowledged the crucial role

that literacy plays in career and technical expertise. Kohnen masterfully combines

literacy, education, and work into one well-developed article, and her research
 methodology and narrative inspired much of my own research and writing

throughout this study.

Rose, Mike. The Mind at Work: Valuing the Intelligence of the American Worker. New York, NY:

Penguin, 2014. Print.

The research presented in Mike Roses book inspired the primary focus of this

writing unit. Roses thesis is that labor and service jobs, just like higher paying

white collar jobs, require a high level of cognitive function and intelligence. To

argue this point, Rose analyzes a variety of experts in service and labor industries.

Through observations of waitresses, hairdressers, carpenters, welders, plumbers,

and electricians at work, Rose masterfully highlights the complex cognitive

abilities that are required of all experts, regardless of field. Ultimately, Rose hopes

to end the negative stigma that labor and service jobs are reserved for the less

intelligent, less valuable members of society. Rose also specifically addresses a

variety of educational implications of his work. Mike Roses research and writing

was integral to the success of this writing unit, as I used his work to frame my

students study of literacy and cognition in the workplace.