Fostering Bidirectional Expertise in Graduate Education: A Reciprocal Inquiry of Digital Literacies for Disciplinary Learning

• In Event: Graduate and Postdoctoral Education Across the Disciplines SIG Virtual Roundtable

Abstract

Using reciprocal inquiry in a university-based course, 12 graduate students who are part of diverse communities, and 2 professors engaged in a series of inquiry tasks designed to critically examine the promises, potentials, and pitfalls of digital literacies for disciplinary learning. Data were collected from discussions, individual and group artifacts, and were used to design collages from which data were examined. Through reciprocal inquiry, graduate students worked as co-investigators to inquire in a dialogic manner, exchanging perspectives over multiple conversations to surface new insights. The study uncovers productive tensions, expansive perspectives, and unconsidered arguments to surface new theories, methods, and pedagogical practices. Implications for systemic change in professional learning, connections between the disciplines and literacy, and educational implementation are discussed.

Authors

• Jill M. Castek, University of Arizona
  Presenting Author

• Michael Manderino, Northern Illinois University
  Presenting Author

• Amanda Bermudez, University of Arizona
  Non-Presenting Author

• Yousra Abourehab, University of Arizona
  Non-Presenting Author

• Wen Wen, University of Arizona
  Non-Presenting Author

• Veronica Oguilve, University of Arizona
  Non-Presenting Author

• Kelly Jay Smith, University of Arizona
  Non-Presenting Author