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This chapter discusses the concept of disciplinary literacy, which has the potential to help students bridge the gap between high school and college or work. It summarizes research on the teaching of disciplinary literacy within history, science, literature, and mathematics, suggesting future research directions. The chapter describes research findings from expert–novice and functional linguistic studies for each discipline. It summarizes major findings about the literacy practices and text features that are unique or highly specialized to each discipline. Disciplinary knowledge includes an understanding of how information is created, communicated, and evaluated. Research on disciplinary literacy not only identifies the nature of special discourse practices and text features of the disciplines, but also probes the reasons these normative practices evolved. Expert studies start with the premise that experts and novices are different, and that understanding those differences may inform us as to what it would mean to develop expertise – in disciplinary literacy or anything else.