Creating a Culture that Fosters Disciplinary Literacy in Agricultural Sciences

Abstract

In the discipline of agricultural science education, which is taught in 7,500 secondary schools across the country, teachers have a responsibility for contributing to students' overall academic achievement. These interviews, conducted with five secondary agricultural science teachers, concerned teachers' perceptions of their role in developing students' literacy. These teachers believed that (a) reading is necessary for success in life but supplemental in agricultural sciences; (b) literacy instruction was embedded into agricultural science teaching; (c) teachers asked students to read to apply; and (d) they used authentic texts, which they often referred to as outside readings. These conclusions provide insights into avenues for which disciplinary literacy instruction in agricultural science may contribute to students' overall academic achievement, engagement with texts, and learning from reading and literacy, as well as further the notion of disciplinary literacy.

Preservice Teachers' Experiences in a Required Reading in the Content Area Course

“…The participants could identify several ways literacy is uniquely used in agricultural education. For them, the types of texts used, technical vocabulary, and applying the information are all part of agriculture's disciplinary literacy (Allington, 2002;Chambers Cantrell, David Burns, & Callaway, 2008;Moje, 2008;Park et al, 2010;Santamaria et al, 2010b;Snow, 2010). Participants recognized many existing literacy opportunities within agriculture and the importance of capitalizing on them to maximize student learning (Schmoker, 2011).…”

“…In addition to a positive attitude toward teaching literacy, they must possess the knowledge, skills, and instructional tools needed to integrate it effectively. Previous research has indicated agriculture teachers believe literacy instruction is only supplemental to the content area (Park, van der Mandele, & Welch, 2010). Research also indicates teacher literacy attitudes and beliefs are grounded in personal experience and disciplinary identity (Fang, 1996).…”

Agriculture teachers' perception and practice for teaching students with disabilities

“…A recent study within agricultural education further supported the need to define agriculture teachers' perceptions of their role in developing student literacy through Strategy Instruction (Park, Van Der Mandele, & Welch, 2010).…”

“…According to the interviewed teachers, agricultural education contributes to students' academic achievement, engagement with texts, and learning from reading and literacy (Park, Van Der Mandele, & Welch, 2010). In contrast, special education literature emphasizes the importance of providing Strategy Instruction that is both structured and explicit (Butler, 1998).…”

The process of literacy integration in agriculture classrooms : a grounded theory /

“…One possible cause is a lack of confidence. Science and CTE teachers lack general literacy confidence (Park & Osborne, 2007a;Park, van der Mandele, & Welch, 2010) and confidence in assessing student literacy skills (Baker et al, 2008;Hand & Prain, 2002;Park & Osborne, 2005;Park & Osborne, 2006a). When agriculture teachers were confident in their abilities to assess student writing, they were more likely to incorporate writing projects into their classrooms (Hasselquist & Kitchel, 2016a).…”