Exploring Agricultural Literacy Through Moje's Disciplinary Literacy Heuristic

• In Event: Preservice Teachers' Understanding and Self-Efficacy With Literacy

Abstract

Adolescent literacy scholars have recently promoted a shift in instruction away from solely utilizing content-area literacy strategies in the secondary classroom to one where students engage with disciplinary texts and habits of mind. The specific objective of this study was to examine how infusing an inquiry-based Disciplinary Literacy Project (DLP) into a content-area literacy course impacted preservice secondary agricultural education teachers’ attitudes and knowledge about disciplinary literacies and how their knowledge and beliefs influenced their implementation of disciplinary literacy practices in the classroom. Our analyses revealed that there appeared to be an increase in these PST recognition and understanding of the distinct literacy practices associated with the agriculture discipline.

Authors

• Stephanie M Lemley, Mississippi State University

• Steven Hart, California State University - Fresno