Poster #10 - Exploring Disciplinary Literacy Practices and Perspectives Among High-Achieving Adolescents

• In Event: 45.096 - MTCC Poster Session 10
  In Poster Session: 45.096-2 - What Do We Know, What Do We Need to Know About Disciplinary Literacy?

Abstract

Proponents of disciplinary literacy argue that disciplinary literacy is a matter of social justice and that it is necessary for all learners in the 21st century. But, what does learning disciplinary literacy involve for adolescent learners? Working from a sociocultural stance, we sought to explore the literate practice and metacognition of a group of high-achieving adolescents. Data collection methods included surveys, semi-structured interviews, verbal protocols with subject area texts, and retrospective accounts of recent writing samples. We found that 1) Students’ disciplinary identities, practices, purposes, and relationships with the people of the disciplines were interconnected and seemed to generally align in their degree of development; and 2) Individual students’ developing disciplinary literacies widely differed by subject area.

Authors

• Emily C. Rainey, University of Pittsburgh

• Michelle Nguyen Kwok, Texas A&M University - College Station

• Corey Humphrey, University of Pittsburgh