Integrating Disciplinary Literacy Practices in One-to-One Classrooms

Integrating Disciplinary Literacy Practices in One-to-One Classrooms

Emily L. Freeman, Alexandra J. Reyes, Dalila Dragnic-Cindric, Janice L. Anderson
ISBN13: 9781522520009|ISBN10: 1522520007|EISBN13: 9781522520016
DOI: 10.4018/978-1-5225-2000-9.ch016
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MLA

Freeman, Emily L., et al. "Integrating Disciplinary Literacy Practices in One-to-One Classrooms." Handbook of Research on Transformative Digital Content and Learning Technologies, edited by Jared Keengwe and Prince Hycy Bull, IGI Global, 2017, pp. 285-310. https://doi.org/10.4018/978-1-5225-2000-9.ch016

APA

Freeman, E. L., Reyes, A. J., Dragnic-Cindric, D., & Anderson, J. L. (2017). Integrating Disciplinary Literacy Practices in One-to-One Classrooms. In J. Keengwe & P. Bull (Eds.), Handbook of Research on Transformative Digital Content and Learning Technologies (pp. 285-310). IGI Global. https://doi.org/10.4018/978-1-5225-2000-9.ch016

Chicago

Freeman, Emily L., et al. "Integrating Disciplinary Literacy Practices in One-to-One Classrooms." In Handbook of Research on Transformative Digital Content and Learning Technologies, edited by Jared Keengwe and Prince Hycy Bull, 285-310. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2000-9.ch016

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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.

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