Disrupting Discourses of Acquisition for Literacy Instruction With Inter/intradisciplinary Secondary Preservice Teachers

• In Event: Literacy Instruction: Teacher Practice

Abstract

In secondary teacher education programs compartmentalized by subject matter, instruction on integration of literacy practices within specified disciplines like mathematics and fine arts is widely considered additive rather than integral. Drawing on Whitmore and Meyer’s (2020) call to reclaim literacies as meaning making, and gauging meaning making as manifestation, this presentation reports findings on a semester-long teacher education course aimed at reframing and disrupting discourses of acquisition for literacy instruction toward meaning-making among secondary preservice teachers planning to teach mathematics or fine arts. Early findings suggest that disruption of commonsensical understandings of the concepts of literacy, text, reading, and writing invite preservice teachers to disrupt discourses of acquisition not only in literacy but in knowledge building within their content areas.

Author

• Kelli Ann Rushek, Miami University (OH)
  Presenting Author