Although ubiquitous in academic discourse for over a decade, disciplinary literacy scholarship has only recently begun to explicitly interrogate critical literacy as a discipline‐dependent set of dispositions, discourses, skills, and practices. Drawing from critical disciplinary literacy (CDL) theory, this article presents findings from a mini‐unit co‐designed and co‐taught by an Iowa state district court judge and literacy professor that sought to teach 24 U.S. History students the disciplinary particulars of applying critical literacies while reading legal opinions issued by an all‐male state Supreme Court. Analysis of student responses reveals that the CDL mini‐unit helped most students experience disciplinary belonging and develop text‐dependent skills; additionally, most students began to consider writers’ positionalities when sourcing legal opinions. Yet, a small group of students repudiated the CDL mini‐unit, evidenced through both resignation and overt resistance to discussing systems of power and oppression. Implications for secondary students and teachers are discussed.

中文翻译：

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“我学到了规则”：使用批判性学科素养模型培养学科学徒

尽管在学术演讲中无处不在已有十多年了，但是纪律素养奖学金直到最近才开始明确地批判批判素养作为一种依赖学科的性情，话语，技能和实践。本文以批判性学科素养（CDL）理论为基础，介绍了爱荷华州地方法院法官和识字教授共同设计和共同教导的一个微型单元的发现，该教授试图教给24名美国历史学学生应用批判性知识的学科细节。在阅读全男性州最高法院发布的法律意见时进行扫盲。对学生反应的分析表明，CDL微型单元可帮助大多数学生体验学科归属感并发展与文本相关的技能。此外，大多数学生在寻求法律意见时开始考虑作家的位置。然而，一小部分学生拒绝了CDL微型单位，这是通过辞职和对讨论权力和压迫制度的公开抵制来证明的。讨论了对中学生和教师的影响。