Collaborative Expertise: Literacy in the Disciplines From the Inside Out

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Collaboration and Activism in Teacher Preparation and Practice

Abstract

Supporting teachers’ integration of disciplinary literacy knowledge and practices most often positions university team members as experts rather than collaborators, which contributes to its lack of success. As literacy educators, our disciplinary understandings have often been generated from academic study and superficial reading which seldom allows us to gain “the habits of mind, heart, and hand”--essentially the signature pedagogies of each discipline (Calder, 2006; Shulman, 2005). In this study we document how we moved from a literacy framework developed outside of the disciplines, to one that resulted from collaborative expertise and immersive work with in-practice teachers over a five-year project within International Baccalaureate ( IB) history and global politics classes.

Authors

• Laura Lemanski, University of Minnesota - Twin Cities

• YongJun Lee, University of Minnesota - Twin Cities

• David G. O Brien, University of Minnesota

• Deborah R. Dillon, University of Minnesota - Twin Cities

• Robert Poch, University of Minnesota