A Framework for Talking to Discipline-Specific Teachers About Their Literacy Practices

• In Event: Roundtable Session 20
  In Roundtable Session: The Context of Teacher Work

Abstract

Content teachers have rarely been part of the conversation about literacy instruction in ways that expose their underlying beliefs about literacy and teaching and learning of subject matter. We need to draw content teachers into conversations about literacy instruction in relation to their specific disciplines. The current study derives from a larger study that investigated literacy practices high school science and social studies teachers use to accomplish their instructional goals. Data collection derived from a range of methods and data sources including pre and post interviews, observations, and student artifacts. This project develops a framework for talking to teachers about how they incorporate literacy instruction within their specific disciplines and will further the communication between disciplinary teachers and literacy professionals.

Author

• Kathleen Moxley, Central Michigan University