Digitally Supported Disciplinary Literacy in Elementary Instruction

Abstract

Identify learning standards/objectives that promote CDPs. 2.Target one CDP to focus on in a lesson/unit. 3.Consider a variety of texts, starting with texts you already use, that would support students' engagement in that CDP. 4.After considering texts, identify specific digital tools or additional texts to include that would support, supplement, or scaffold students in comprehending, analyzing, or communicating a rationale. 5.Remember to provide practice opportunities for students to "play" with digital tools/texts before using them to engage in the CDP.

Rethinking Text Features in the Digital Age: Teaching Elementary Students to Navigate Digital Stories, Websites, and Videos

“…To expand on this list, we argue that navigating and comprehending digital texts is a Core Disciplinary Practice (Colwell et al, 2022) that should be addressed in the elementary grades. The term digital text encompasses multiple text types, and accordingly, should be considered in a category of its own.…”

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different from printed texts, and offer approaches for explicitly teaching children how to read and interact with digital texts in ways that support their comprehension and prepare them for future disciplinary learning.

Reading Digital Text as a Core Disciplinary PracticeDisciplinary literacy is defined as the skills, ways of thinking, and use of tools that are necessary to participate in the study of a discipline in an expert manner (Colwell et al, 2022;Moje, 2015;Shanahan & Shanahan, 2012). In their recent article, Colwell et al (2022) argued that while disciplinary literacy skills vary among disciplines, there are foundational practices that are shared across disciplines that help lay the foundation for disciplinary literacy learning in the elementary grades. They term these foundational skills Core Disciplinary Practices (Colwell et al, 2022) and illustrate how they might serve as a starting point for teaching literacy practices that are specific to each discipline.

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“…In their recent article, Colwell et al (2022) argued that while disciplinary literacy skills vary among disciplines, there are foundational practices that are shared across disciplines that help lay the foundation for disciplinary literacy learning in the elementary grades. They term these foundational skills Core Disciplinary Practices (Colwell et al, 2022) and illustrate how they might serve as a starting point for teaching literacy practices that are specific to each discipline. For example, they describe the variety of text types that experts need to recognize and comprehend within individual disciplines and argue that "recognizing and comprehending multiple text types" (p. 467) is a Core Disciplinary Practice that is common across disciplines.…”

“…For example, they describe the variety of text types that experts need to recognize and comprehend within individual disciplines and argue that "recognizing and comprehending multiple text types" (p. 467) is a Core Disciplinary Practice that is common across disciplines. These Core Disciplinary Practices (Colwell et al, 2022) can be taught in elementary school to prepare students for more complex applications of disciplinary literacy in the later grades.To expand on this list, we argue that navigating and comprehending digital texts is a Core Disciplinary Practice (Colwell et al, 2022) that should be addressed in the elementary grades. The term digital text encompasses multiple text types, and accordingly, should be considered in a category of its own.…”

Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling

“…The literature documents several challenges to achieving these goals in K‐12 contexts, however. Elementary‐certified teachers often feel under‐prepared to teach subject areas such as science and may view disciplinary literacy as the purview of their upper‐grade colleagues (Colwell et al, 2021). Secondary‐certified teachers tend to background literacy approaches in their instruction for contextual and historical reasons (Moje, 2008).…”