Basic literacy practices are applicable to all areas of instruction and focus on low-level literacy instruction; for example, decoding words or teaching basic sentence structures.
Published in Chapter:
Integrating Disciplinary Literacy Practices in One-to-One Classrooms
Emily L. Freeman (University of North Carolina at Chapel Hill, USA), Alexandra J. Reyes (University of North Carolina at Chapel Hill, USA), Dalila Dragnic-Cindric (University of North Carolina at Chapel Hill, USA), and Janice L. Anderson (University of North Carolina at Chapel Hill, USA)
Copyright: © 2017
|Pages: 26
DOI: 10.4018/978-1-5225-2000-9.ch016
Abstract
This chapter examines the use of disciplinary literacy in elementary and middle grade science classrooms that participated in a one-to-one iPad initiative. Results of teacher instruction in science disciplinary literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. The teachers in this study demonstrated an overreliance on basic and intermediate literacy practices, with a few using emergent disciplinary practices in their science instruction. We look to extend the STEM and technology integration conversation to include disciplinary literacy practices. We conclude with a call for stronger science disciplinary literacy instruction in teacher education programs, as well as greater collaboration among literacy teachers, science teachers, and researchers. We also recommend developing coaching programs that work with teachers to increase the rigor of their science content, implement intermediate and disciplinary literacy practices, and utilize technology in a transformational manner.