Utilizing Disciplinary/Multimodal Literacy Skills With Latinx Elementary/Middle-Grade Students in an Out-of-School Time STEM/Robotics Program

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Multimodal Literacy in Out-of-School Time Programs: Family and Community Ties (Table 17)

Abstract

Recent research focuses on disciplinary literacy strategies and instruction at the secondary level. This paper’s authors argue that disciplinary literacy instruction will benefit both elementary and middle school students and can be an integral component of Out-of-School Time (OST) STEM/robotics learning environments. Disciplinary literacy (DL) is defined as the "specialized literacy practices of a given disciplinary domain" (Moje, 2015, p. 256), and the habits of mind specific to a discipline (McConachie & Petrosky, 2010). Drawing on Moje’s (2015) 4Es framework on DL and social semiotics’ construct of multimodality (Unrau, Alvermann, & Sailors, 2019), this paper presents data on how disciplinary multimodal literacy instructional practices are used successfully in a First LEGO League (FLL) OST STEM/robotics program.

Authors

• Rachel G. Salas, University of Nevada - Reno
  Presenting Author

• Lizeth Lizarraga, University of Texas at Austin
  Presenting Author