What happens when middle and high school teachers who know their content very well are told they should be teaching reading and writing too? Is there a bit of resistance? A decrease in self-efficacy? An overturning of curricula? In "Disciplinary Literacy in Action," ReLeah Cossett Lent and Marsha Voigt show us a better way. In this sequel to ReLeah's bestselling "This Is Disciplinary Literacy," the authors provide educators with what they've wanted all along: a framework that keeps their subjects at the center and shows them how to pool strengths with colleagues in ongoing communities of professional learning (PL) around content-specific literacy. In each chapter, and with a blend of lively disciplinary literacy teaching ideas and razor-sharp insights on developing teacher efficacy and leadership, ReLeah and Marsha take educators through a powerful PL cycle they can replicate in their school. The authors know it works not just because the research says so, but also because they have spent years refining the model in schools, districts, and regions. With this book, you will be ready for: (1) Collaborative learning that preserves discipline-specific content yet keeps innovative daily practices of reading, writing, thinking, and doing at the forefront; (2) Planning by autonomous literacy leadership teams with administrative support; (3) Implementation augmented by peer and disciplinary literacy coaching; and (4) Reflection that leads to ongoing collective problem solving. In the end, it all comes back to how content teachers can best help students use literacy in all its forms to learn more deeply. With "Disciplinary Literacy in Action," you have a proven framework for doing just that. This is the resource to lean on as you work to ensure all students use literacy as a tool to think, create, and communicate in any endeavor. [For "This Is Disciplinary Literacy: Reading, Writing, Thinking, and Doing . . . Content Area by Content Area," see ED593256.]