Shifting Perspectives and Forging Multidisciplinary Connections in a Content Area and Disciplinary Literacies Course

• In Event: Literacy Instruction in Teacher Education

Abstract

The purpose of this qualitative study was to examine the perspectives and experiences of secondary pre-service teachers enrolled in a content area and disciplinary literacies course at a Midwestern university. The authors revised a secondary reading and writing in the content areas course moving from an infusion approach toward hybridity to emphasize disciplinary literacies as ways of knowing with a focus on tools, instructional routines, and planning to better support disciplinary teaching and learning. Disciplinary literacies as social practices within discipline-specific discourse communities undergirded the study. Interviews were conducted with 22 pre-service teachers and two speech language pathology majors over the 2021–2022 academic year. Participants shifted their perspectives and formed connections within and across the disciplines.

Authors

• Heidi Regina Bacon, Southern Illinois University - Carbondale
  Presenting Author

• Brianna Janssen-Sanchez, Southern Illinois University - Carbondale
  Presenting Author