Narratives of “Dynamic Movement” in Disciplinary Literacy

Authors

  • Paula Moffat

DOI:

https://doi.org/10.20360/G2GP47

Keywords:

literacy, multiliteracies

Abstract

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.

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Published

2012-11-30

How to Cite

Moffat, P. (2012). Narratives of “Dynamic Movement” in Disciplinary Literacy. Language and Literacy, 14(3), 46–60. https://doi.org/10.20360/G2GP47

Issue

Section

Articles