Narratives of “Dynamic Movement” in Disciplinary Literacy

Through a narrative inquiry involving a semi-structured interview and autobiographical reflection, the author explores the similarities and differences in literacy pedagogy between a literacy leader and a science teacher. Disciplinary literacy provides an opportunity for both teachers to better understand scientific literacy, and their different perspectives contribute to a rich conversation. Themes of similarities which emerge include embracing multiliteracies, investigation, a critical stance, and wonder Themes of differences include separating writing skills from form and confidence with numeracy and statistics. A collaborative approach to the implementation of disciplinary literacy and to further research is recommended.

Abstract licence: CC BY

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.