The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourth-grade classroom. Ms. Bardon's instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.
TopIntroduction
In recent years, educational policy and standards emphasized the integration of science and literacy in elementary grades, however there were still many questions in the field about what integrative instruction should look like both in curriculum design and classroom instruction (Clark & Lott, 2017; Pearson, Moje, & Greenleaf, 2010). This emphasis on blending science and literacy was derived from an overhaul in national standards (National Governors Association (NGA) Center for Best Practices & Council of Chief State School Officers (CCSSO), 2010; Next Generation Science Standards Lead States, 2013); accountability measures based from standardized testing in literacy and science that impacted school communities; and an increased focus on evolving research about how children learn (National Research Council, 2000). Specifically, this translated into educational reform moving toward new ways of teaching and learning traditional subjects such as science, math, social studies, and literacy. This type of teaching veered from traditional recall of science facts from the textbook to ways that integrated curriculum and promoted hands-on investigation of science phenomenon (National Research Council, 2000). In this chapter, the act of integrating science and literacy involved students learning through first-hand investigation or hands-on science activities, alongside second-hand text investigations. It also embedded writing to learn activities geared toward understanding science and creative writing of narrative text that utilized science concepts as components of the elements of fiction such as plot, character, or setting. This approach required the students to learn science through multiple modalities: doing, talking, reading, and writing (Shapiro, 2006). Furthermore, in conjunction with the research that suggested hands-on science was necessary for learning, there was also a call in the field to link science learning with texts that were motivating to young readers, inspired students’ creativity, and presented science concepts in novel ways—through interesting plots, engaging text features, and high-interest picture books (Morgan & Ansberry, 2007). In this light, the purpose of this chapter was to present one example of how a teacher used series literature and fan fiction writing within a unit of study focused on physical science standards for energy and forces and motion. Ms. Bardon’s teaching was presented alongside literature focused on concepts of science and literacy integration, pop-cultural text selection, and fan fiction writing.