History, Concepts, and Characteristics of Disciplinary Literacy : A Review of Representative Research

Lee, Yongjun

doi:10.20880/kler.2019.54.5.55

History, Concepts, and Characteristics of Disciplinary Literacy : A Review of Representative Research

korean language education research ◽

10.20880/kler.2019.54.5.55 ◽

2019 ◽

Vol 54 (5) ◽

pp. 55-82

Author(s):

Lee, Yongjun

Keyword(s):

Disciplinary Literacy

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Teaching disciplinary literacy through historical inquiry: Training teachers in disciplinary literacy and historical inquiry instructional practices

The Journal of Social Studies Research ◽

10.1016/j.jssr.2021.03.001 ◽

2021 ◽

Author(s):

Serina A. Cinnamon ◽

Mabel O. Rivera ◽

Heather Kimberly Dial Sellers

Keyword(s):

Instructional Practices ◽

Disciplinary Literacy ◽

Historical Inquiry

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A Literature Review on Disciplinary Literacy

Journal of Adolescent & Adult Literacy ◽

10.1002/jaal.256 ◽

2013 ◽

Vol 57 (5) ◽

pp. 397-406 ◽

Cited By ~ 17

Author(s):

Ann Marie Hillman

Keyword(s):

Literature Review ◽

Disciplinary Literacy

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The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

The Australian Journal of Indigenous Education ◽

10.1017/jie.2017.11 ◽

2017 ◽

Vol 47 (2) ◽

pp. 171-184

Author(s):

Lorrin Ruihi Shortland ◽

Terry Locke

Keyword(s):

Digestive System ◽

Indigenous Education ◽

Disciplinary Literacy ◽

Word Count ◽

Indigenous Students ◽

Science Discourse ◽

Group Data ◽

Focus Group Data ◽

Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

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