Support Teacher Candidates' Understanding of Promoting Disciplinary Literacy Skills in Social Studies Through an Inquiry-Based Project

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Building Teacher Capacity of Preservice and Novice Teachers (Table 18)

Abstract

This research explored how infusing an inquiry-based Disciplinary Literacy Project (DLP) into a literacy course informed 52 teacher candidates’ understanding of promoting disciplinary literacy instruction for social studies in elementary classrooms. Through a qualitative analysis of candidates’ reflections, we identified four common themes: multimodal literacy instruction, scaffolding, personal and historical connections, and disciplinary literacy skills. Findings demonstrated that most candidates incorporated multimodal literacy components into DLP for elementary students. These include creating narratives, presentations and family trees. Moreover, candidates addressed the importance of scaffolding the DLP by providing exemplary resources, helping students develop research questions and collect data. Finally, they reported that the DLP provides opportunities for elementary students to examine their family lineage, make connections and practice disciplinary literacy skills.

Authors

• Daibao Guo, Boise State University
  Presenting Author

• Hannah Carter, Boise State University
  Presenting Author

• Lianne Josbacher, Boise State University
  Presenting Author