Disciplinary Literacy in Action: High School Students Doing Research for Change

Watts‐Taffe, Susan; Vaughn, Lisa M.; Jacquez, Farrah

doi:10.1002/jaal.1211

Cited by 4 publications

(1 citation statement)

References 16 publications

(25 reference statements)

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“…In our program, students worked within a set theme, but advanced students could likely develop more independent projects. For example, some classroom research courses have student groups design and execute their own research projects throughout the course of the semester ( 19 ). In other cases, college programs may engage high school students in extended independent research experiences ( 20 ).…”

Section: Discussionmentioning

confidence: 99%

Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program

Kim

Preston

Braga

et al. 2023

J Microbiol Biol Educ.

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Section: Discussionmentioning

confidence: 99%

Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program

Kim

Preston

Braga

et al. 2023

J Microbiol Biol Educ.

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Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Minocha,

Bhagatwala,

Mirzoyan

et al. 2024

Preprint

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Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities. As more students participate in research experiences and the dissemination of their work, it is important to understand how teachers and other mentors support the development of disciplinary literacies, including those that are deemed professional. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors (teachers and professional scientists) who guided pre-college students through the writing and publication of their scientific research projects. Our findings reveal that mentors have divergent views on the value of publication within science versus for student scientists. Additionally, analyzing our data from a lens of cognitive apprenticeship we find that mentors encourage independence by primarily employing the method of exploration. Our findings suggest that mentors could work to explicitly reveal their own thinking within science writing and provide more sequenced support for student scientists.

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Feasibility of a Pilot Virtual National Young Adult Wellbeing Network: Using Art to Heal

Abraczinskas,

Kennedy,

Vines

et al. 2023

Journal of Adolescent Research

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The current study piloted a virtual 8-week National Young Adult Well-being Network (The Network) to inform funding and policy decisions around post-COVID-19 pandemic healing. Arts-based youth participatory action research (YPAR) was utilized. Essential elements were creation of art as data, group processing, and action planning. Fifteen 18 to 23 year old young people (4 male, 11 female) living in three states participated in The Network. The young people identified as Black ( n = 3), White ( n = 5), Latino/a/x ( n = 6), and Native Mexican ( n = 1). The Network was virtual via Zoom. Attendance was documented and post-intervention individual interviews were conducted. Qualitative thematic analysis of the post-intervention individual interviews assessed feasibility via participant satisfaction (strengths, areas for improvement). Two of The Network’s essential elements (art as data, group processing) were deemed feasible based on participant reported satisfaction and strengths. The action phase was truncated, and was discussed by participants as an area for improvement. Participating in art and group processing in The Network was more feasible than meeting with national stakeholders. More work needs to be done to understand how young people can be involved with decisions at the national and funding level.

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Disciplinary Literacy in Action: High School Students Doing Research for Change

Cited by 4 publications

References 16 publications

Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program

Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Feasibility of a Pilot Virtual National Young Adult Wellbeing Network: Using Art to Heal

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