A Systematic Literature Review of STEM Literacy Interventions for Undergraduate Students (Poster 1)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Recent Systematic Reviews and Meta-Analyses on Educational Issues and Methods

Abstract

The purpose of this study is to systematically review the research literature investigating how to develop literacy skills in STEM undergraduate students to discover what we already know as a field and how literacy interventions can support student achievement. We analyzed the pool of research on literacy interventions in undergraduate STEM settings published from 2013 to 2023. We reviewed the full text of 253 articles. Our review supports the following conclusions: (1) short, targeted interventions can be effective at teaching discrete literacy skills and (2) students experience higher levels of success when they receive explicit literacy instruction. Additionally, we identify gaps in the literature that deserve attention from future researchers.

Authors

• Lindsey Wiggins, Boise State University

• Katherine Landau Wright, University of Oregon