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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
Copyright: © 2018 |Pages: 26
ISBN13: 9781522534174|ISBN10: 1522534172|EISBN13: 9781522534181
DOI: 10.4018/978-1-5225-3417-4.ch048
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MLA

Freeman, Emily L., et al. "Integrating Disciplinary Literacy Practices in One-to-One Classrooms." Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 908-933. https://doi.org/10.4018/978-1-5225-3417-4.ch048

APA

Freeman, E. L., Reyes, A. J., Dragnic-Cindric, D., & Anderson, J. L. (2018). Integrating Disciplinary Literacy Practices in One-to-One Classrooms. In I. Management Association (Ed.), Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications (pp. 908-933). IGI Global. https://doi.org/10.4018/978-1-5225-3417-4.ch048

Chicago

Freeman, Emily L., et al. "Integrating Disciplinary Literacy Practices in One-to-One Classrooms." In Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 908-933. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3417-4.ch048

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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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