What Are Teachers' Perspectives on Implementing Disciplinary Literacy Approach? History Teachers' Perspectives in Collaborative Discussion

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-7 - Breaking Barriers in Social Studies Instruction

Abstract

This paper deals with history teachers’ perspectives when incorporating disciplinary literacy approach into their teaching, as a part of ongoing larger research project. To explore history teachers’ perspectives, the study focuses on teachers’ conversation in collaborative meetings through interdisciplinary team consisting of high school history teachers, literacy education researchers, history education professors. Also, teachers’ elaborated planning records were employed to ensure the validity of our findings. The constant comparative method was used to analyze the data. Findings demonstrate the following teacher perspectives: (a) disciplinary literacy teaching can be manifested significantly among interdisciplinary collaboration, (b) text use is discipline-specific, (c) disciplinary literacy and thinking skills are goals, and (d) argumentative writing is a way that represents disciplinary literacy and thinking skills.

Authors

• YongJun Lee, University of Minnesota - Twin Cities

• Laura Lemanski, University of Minnesota - Twin Cities

• Megan McDonald VanDeventer, Weber State University