Sustaining Disciplinary Literacy in Science: A Transformative, Just Model for Teaching the Language of Science

Patterson, Alexis

doi:10.1002/jaal.1100

Cited by 5 publications

(3 citation statements)

References 11 publications

(16 reference statements)

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“…Disciplinary literacy pedagogies are compelling due to their potential to effect social change (Patterson Williams, 2020; Rosario‐Ramos, 2020). In the context of these pedagogies, students can use discipline‐specific tools to redress injustices caused by sociohistorical systems.…”

Section: Importance Of Disciplinary Literacy Pedagogiesmentioning

confidence: 99%

A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education

Wilson‐Lopez

Minichiello

Green

et al. 2022

Reading Research Quarterly

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The purpose of this comparative case study, conducted with eight engineers in different firms who specialized in different disciplines of engineering, was to identify and describe the patterned ways in which they used written genres in the context of object-oriented activity, as well as to describe their evaluative frameworks and literacy practices. The research team used descriptive coding to analyze field notes from twelve two-hour observations per engineer; they also used categorical thematic analysis to analyze transcripts from six interviews and retrospective protocols per engineer. The analyses indicated that, to some extent, engineers read and wrote distinct written genres that varied according to their role (e.g., quality assurance manager versus test designer) and the traditions of their discipline (e.g., electrical versus mechanical). However, across sites, roles, and disciplines, they used common evaluative frameworks when they evaluated texts' accuracy, consistency, adherence to standards, currency, executability, reproducibility, concision, and clarity. In conjunction with these evaluative frameworks, engineers also enacted common literacy practices, such as cross-checking, peer review, using templates when composing, and verifying with the physical world. The study concludes with implications for transformative, rather than reproductive, disciplinary literacy pedagogies in which students can use expansive disciplinary literacies in engineering to address issues that are important to them. As part of these pedagogies, students can articulate why common evaluative frameworks and literacy practices are important to producing safe outcomes in engineering, while they simultaneously expand these frameworks and practices to reflect values and cultures that are important to them.

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Section: Importance Of Disciplinary Literacy Pedagogiesmentioning

confidence: 99%

A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education

Wilson‐Lopez

Minichiello

Green

et al. 2022

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Though this body of literature is constantly evolving (c.f. Patterson Williams, 2020), content area teachers may be predisposed to foreground content rather than language, literacy, discourse, or the nature of the discipline even as the standards of professional organizations signal a shift toward an emphasis on disciplinary practices and discourses over content (see the Common Core State Standards [CCSS] Math, NGSS, S3 Framework). However, teachers whose students struggle with both language and literacy continue to battle impulses to either avoid literacy skills in content area classes (Draper, 2002) or to focus on basic skill development and remediation instead of engaging with the literate practices of the discipline.…”

Section: Reimagining Disciplinary Literacymentioning

confidence: 99%

“…Yore (2000) described science literacy as an interactive process of engagement between the reader and the text that requires critical and evaluative skills, and specific reading strategies, on top of the basic requirements of reading and writing. Patterson Williams (2020) adds that disciplinary literacy in science includes "the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge" (p. 333), thus positioning students as active co-creators of scientific knowledge. There is evidence that students in science classes are most commonly asked to use writing to explain concepts they are learning (Lawrence et al, 2013) rather than question or critique scientific knowledge.…”

Section: Reimagining Disciplinary Literacymentioning

confidence: 99%

The Science Writing of Deaf Developing Bilinguals

Scott¹,

Dostal²,

Gabriel³

et al. 2021

J Adolescent & Adult Lit

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Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard‐of‐hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced content, literacy skills can be taught within disciplinary contexts using tools that draw attention to students’ language and literacy needs. As an illustration, science writing of dhh adolescents was evaluated by individuals in deaf‐related fields and science‐related fields. This has implications for teachers of language learners, especially those who are dhh. For example, the students’ writing demonstrated that though these students are still developing their knowledge of English, they are using a number of features of DL to demonstrate their content knowledge.

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

Watts‐Taffe¹,

Vaughn²,

Jacquez³

2021

J Adolescent & Adult Lit

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This article describes how disciplinary literacy practices were enacted among youth within the context of Youth Built Change, a science based program incorporating principles of Youth Participatory Action Research (YPAR). Highlighting two YPAR projects, one conducted in a predominantly Black and Latino/a suburban school and one conducted in a predominantly White rural school, specific examples of the disciplinary literacy practices of Believing, Knowing, Doing, and Communicating are illustrated.

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Sustaining Disciplinary Literacy in Science: A Transformative, Just Model for Teaching the Language of Science

Cited by 5 publications

References 11 publications

A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education

A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education

The Science Writing of Deaf Developing Bilinguals

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

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